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

Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success.

PubMed

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

2017-10-01

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

Academic Primer Series: Key Papers About Competency-Based Medical Education

PubMed Central

Cooney, Robert; Chan, Teresa M.; Gottlieb, Michael; Abraham, Michael; Alden, Sylvia; Mongelluzzo, Jillian; Pasirstein, Michael; Sherbino, Jonathan

2017-01-01

Introduction Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. Methods Based on the online discussions of the 2016–2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expert and by an open call on Twitter for other important papers, we were able to generate a list of 21 papers in total. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers that describe the importance and significance for educators interested in learning about CBME. To determine the most impactful papers, the mixed junior and senior faculty authorship group used three-round voting methodology based upon the Delphi method. Results Summaries of the five most highly rated papers on the topic of CBME, as determined by this modified Delphi approach, are presented in this paper. Major themes include a definition of core CBME themes, CBME principles to consider in the design of curricula, a history of the development of the CBME movement, and a rationale for changes to accreditation with CBME. The application of the study findings to junior faculty and faculty developers is discussed. Conclusion We present five key papers on CBME that junior faculty members and faculty experts identified as essential to faculty development. These papers are a mix of foundational and explanatory papers that may provide a basis from which junior faculty members may build upon as they help to implement CBME programs. PMID:28611893

Creation and Implementation of a Faculty Learning Community as a Model for Professional Development: Addressing the Needs of the General Education Faculty at a Private Junior College

ERIC Educational Resources Information Center

Marty-Pearson, Julie

2012-01-01

At San Joaquin Valley College, a culture of cultivating student learning through assessment was created in response to the Western Association of Schools and Colleges-Accrediting Commission of Community and Junior Colleges requirements for Fall 2012. In General Education, promoting and developing this culture has been more difficult with faculty…

Mentoring Junior Faculty in Geropsychology: The Respect Model

ERIC Educational Resources Information Center

Lichtenberg, Peter A.

2011-01-01

Mentoring junior faculty in geropsychology is becoming more critical due to the paucity of geropsychologists and the financial and talent costs experienced by universities of faculty turnover. This paper presents the unique aspects of mentoring junior faculty as opposed to mentoring of graduate students or interns. It also examines some of the…

Enhancing Junior Faculty Research Productivity through Multiinstitution Collaboration: Participants' Impressions of the School Psychology Research Collaboration Conference

ERIC Educational Resources Information Center

Rush, S. Craig; Wheeler, Joanna

2011-01-01

In addition to teaching and service responsibilities, junior faculty members are required to be productive researchers. Despite the demand on junior faculty to produce published research, studies suggest that they often do not receive adequate assistance with their research endeavors. Mentoring is an effective form of support for junior faculty…

The America COMPETES Act and the FY2009 Budget

DTIC Science & Technology

2008-10-17

Junior Investigator, Nuclear Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma Physics Junior Faculty Development; Advanced...Instrumentation Fellowships, and the Fusion Energy Sciences Graduate Fellowships.20 The DOE Summer Institutes authorization in the act is $20 million in FY2009...corresponds to pre-existing High Energy Physics Outstanding Junior Investigator, Nuclear Physics Outstanding Junior Investigator, Fusion Energy Sciences Plasma

Training Future Generations of Mental Health Researchers: Devising Strategies for Tough Times

PubMed Central

Reynolds, Charles F.; Pilkonis, Paul A.; Kupfer, David J.; Dunn, Leslie; Pincus, Harold A.

2009-01-01

Objective The authors describe a junior faculty scholars program in a large academic department of psychiatry, designed to reduce attrition during the high-risk period of transition from post-doctoral fellowship to receipt of the first extramural research award. Method Scholars receive 25% salary support for two years to enable their participation in a research survival skills practicum, mentored collection of pilot data, preparation of manuscripts for peer-reviewed publication, and submission of K23 and K01 proposals. Results Of 22 junior faculty scholars appointed during the period of 1999–2004, 17 have submitted K award proposals. All were funded on either the first or second submission Conclusions A program for junior faculty scholars can provide support for successfully navigating the critical and often difficult transition from post-doctoral fellowship to junior faculty. The program is expanding its efforts to assist K awardees in moving successfully along the developmental continuum (e.g., successful submission of R01, development of mentoring skills). PMID:17344458

Social Media and Mentoring in Biomedical Research Faculty Development

ERIC Educational Resources Information Center

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-01-01

Purpose: To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. Method: The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and…

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty.

PubMed

Cifra, Christina L; Balikai, Shilpa S; Murtha, Tanya D; Hsu, Benson; Riley, Carley L

2017-04-01

To determine the perceptions of current pediatric critical care medicine fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Web-based cross-sectional survey open from September to November 2015. Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Pediatric critical care medicine fellows (second yr or higher) and junior faculty (within 5 yr of completing a pediatric critical care medicine fellowship program). None. There were 129 respondents to the survey, representing 63% of Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly, half (49%) of respondents reported that their pediatric critical care medicine fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (nonacademic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal pediatric critical care medicine position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to pediatric critical care medicine career development that is sponsored by a national professional organization. Most pediatric critical care medicine fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (nonacademic) and administrative tracks. Fellows were uncertain regarding future pediatric critical care medicine employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in pediatric critical care medicine.

The Importance of Selected Categories of Employee Benefits to Public Junior College Teachers.

ERIC Educational Resources Information Center

Barber, Ronald Jerry

The primary purpose of this dissertation is to establish categories of employee benefits and to discover their importance to public junior college teachers. Faculty at 50 public junior colleges in the United States were sent an Employee Benefit Questionnaire developed by the author (included in this document). It was found that junior college…

Academic Primer Series: Key Papers About Teaching with Technology.

PubMed

Boysen-Osborn, Megan; Cooney, Robert; Gottlieb, Michael; Chan, Teresa M; Brown, Aaron; King, Andrew; Tobias, Adam; Thoma, Brent

2017-06-01

Modern learners have immediate, unlimited access to a wide variety of online resources . To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers. We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers. This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development.

Academic Primer Series: Key Papers About Teaching with Technology

PubMed Central

Boysen-Osborn, Megan; Cooney, Robert; Gottlieb, Michael; Chan, Teresa M.; Brown, Aaron; King, Andrew; Tobias, Adam; Thoma, Brent

2017-01-01

Introduction Modern learners have immediate, unlimited access to a wide variety of online resources. To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. Methods We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers. Results We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers. Conclusion This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development. PMID:28611895

Academic Primer Series: Five Key Papers about Study Designs in Medical Education.

PubMed

Gottlieb, Michael; Chan, Teresa M; Fredette, Jenna; Messman, Anne; Robinson, Daniel W; Cooney, Robert; Boysen-Osborn, Megan; Sherbino, Jonathan

2017-06-01

A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic. We augmented this list of papers with further suggestions by expert mentors. Via this process, we created a list of 29 papers in total on the topic of medical education study design. After gathering these papers, our authorship group engaged in a modified Delphi approach to build consensus on the papers that were most valuable for the understanding of proper study design in medical education. We selected the top five most highly rated papers on the topic domain of study design as determined by our study group. We subsequently summarized these papers with respect to their relevance to junior faculty members and to faculty developers. This article summarizes five key papers addressing study design in medical education with discussions and applications for junior faculty members and faculty developers. These papers provide a basis upon which junior faculty members might build for developing and analyzing studies.

Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty.

PubMed

Fassiotto, Magali; Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V J; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

2016-03-01

Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

Understanding the components of publication success: a survey of academic award recipients.

PubMed

Kenny, Anne M; Rowland, Heather; Gruman, Cynthia A

2003-04-01

This study examines predictors of publication number in career development awardees. We examined whether daily writing predicted publication number among junior faculty. We surveyed 94 career development awardees; the survey consisted of 28 questions in four domains: characteristics, environment, writing practices, and attitudes about writing. Variables that contributed positively to publication number included male gender and those with a negative effect were clinical research and perceiving the need to write as a requirement for advancement. In subgroup analysis of junior faculty, a habit of writing daily was predictive of greater publication numbers. Career development awardees published more first-authored manuscripts if they were male, were involved in nonclinical research, and did not perceive writing as a requirement for advancement. These factors highlight the need to explore the lower overall publication productivity in women and in clinical investigators. Junior faculty members that write daily publish more manuscripts, regardless of gender, research type, or motivators. The benefits of daily writing warrant direct study if not empiric implementation.

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.

Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty

PubMed Central

Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V.J.; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

2016-01-01

Abstract Background: Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Methods: Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. Results: 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Conclusions: Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine. PMID:26555562

An assessment of the faculty development needs of junior clinical faculty in emergency medicine.

PubMed

Farley, Heather; Casaletto, Jennifer; Ankel, Felix; Young, Kelly D; Hockberger, Robert

2008-07-01

Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution.

Characterizing the adequacy, effectiveness, and barriers related to research mentorship among junior pediatric hospitalists and general pediatricians at a large academic institution.

PubMed

Ragsdale, Judith R; Vaughn, Lisa M; Klein, Melissa

2014-03-01

The purpose of this qualitative study was to characterize the adequacy, effectiveness, and barriers related to research mentorship among junior pediatric hospitalists and general pediatricians at a large academic institution. Junior faculty and staff physicians in hospital medicine and general pediatrics at a large academic institution were invited to participate in this qualitative study. In-depth interviews were conducted. Experienced mentors were invited to be interviewed for theoretical sampling. Interviews were conducted and analyzed by using grounded theory methodology. Twenty-six (75%) of the eligible physicians, pediatric hospitalists representing 65% of this sample, agreed to be interviewed about their mentoring experiences. Satisfied and dissatisfied participants expressed similar mentoring themes: acquisition of research skills, academic productivity, and career development. Four experienced mentors were interviewed and provided rationale for mentoring clinicians in research. Both groups of participants agreed that institutional support is vital for promoting mentorship. Junior pediatric hospitalists and general pediatricians indicated considerable interest in being mentored to learn to do clinical research. Developing faculty and staff physicians to their utmost potential is critical for advancement in academic medicine. Mentoring clinical physicians seeking to add research skills and academic productivity to their practice merits study as an innovative path to develop clinical investigators. Hospital medicine, as a rapidly developing pediatric specialty, is well-positioned to implement the necessary infrastructure to mentor junior faculty in their academic pursuits, thereby optimizing the potential impact for individuals, families, learners, and institutions.

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

PubMed

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

2018-07-01

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

Faculty Reflections on the Institute for Aging and Social Work Experience

ERIC Educational Resources Information Center

Bonifas, Robin P.; Mehrotra, Gita R.

2014-01-01

Considerable research highlights the value of mentorship to the professional development of early career faculty in academia, yet less research focuses on factors motivating individuals to provide formal guidance to junior colleagues. Given that new social work faculty, in particular, may not receive sufficient mentoring, understanding what…

The Experience of Being a Junior Minority Female Faculty Member

ERIC Educational Resources Information Center

Boyd, Tammy; Cintron, Rosa; Alexander-Snow, Mia

2010-01-01

Much has been written about the trials and tribulations of junior tenure-track faculty; much has also been written about the difficulties faced by women and minority faculty. However, there is very little research about the experiences of minority women faculty who are also tenure-earning, but untenured; what little research does exist tends to…

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

ERIC Educational Resources Information Center

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

2015-01-01

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup,…

Curated Collection for Educators: Five Key Papers about the Flipped Classroom Methodology.

PubMed

King, Andrew; Boysen-Osborn, Megan; Cooney, Robert; Mitzman, Jennifer; Misra, Asit; Williams, Jennifer; Dulani, Tina; Gottlieb, Michael

2017-10-25

The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented by an open call on Twitter (utilizing the #meded, #FOAMed, and #flippedclassroom hashtags) yielding a list of 33 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in FC pedagogy. The three-round modified Delphi process ranked all of the selected papers and selected the five most highly-rated papers for inclusion. The authorship group reviewed and summarized these papers with specific consideration given to their value to junior faculty educators and faculty developers interested in the flipped classroom approach. The list of papers featured in this article serves as a key reading list for junior clinician educators and faculty developers interested in the flipped classroom technique. The associated commentaries contextualize the importance of these papers for medical educators aiming to optimize their understanding and implementation of the flipped classroom methodology in their teaching and through faculty development.

Two-Year College Faculties: Their Values and Perceptions [and] Values and Perceptions of Public and Private Junior College Students.

ERIC Educational Resources Information Center

Blai, Boris, Jr.

Two surveys of the 51 faculty members and the 427 students of Harcum Junior College, made to ascertain their values and perceptions as indicated on the Rokeach Value Survey and The Staff Survey (faculty only), were made and results are compared with those of the faculties and students of three California public community colleges. The results…

A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

PubMed

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

2016-01-01

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

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

PubMed Central

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

2016-01-01

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

Of Feral Faculty and Magisterial Mowglis: The Domestication of Junior Faculty

ERIC Educational Resources Information Center

Reddick, Richard J.

2015-01-01

This chapter presents an assistant professor's scholarly personal narrative at the precipice of promotion, and reveals how the feral child metaphor might aptly describe many junior professors' experiences as they navigate a path toward tenure. This chronicling of mentorship in sometimes unexpected venues may aid new faculty and those invested in…

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

PubMed

Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

Successful ADVANCE Initiatives for Junior Women Faculty in STEM

NASA Astrophysics Data System (ADS)

Riskin, Eve

2015-01-01

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

Academic Primer Series: Key Papers About Peer Review.

PubMed

Yarris, Lalena M; Gottlieb, Michael; Scott, Kevin; Sampson, Christopher; Rose, Emily; Chan, Teresa M; Ilgen, Jonathan

2017-06-01

Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues' work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills. The online discussions of the 2016-17 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program included a robust discussion about peer review, which highlighted a number of papers on that topic. We sought to augment this list with further suggestions by guest experts and by an open call on Twitter for other important papers. Via this process, we created a list of 24 total papers on the topic of peer review. After gathering these papers, our authorship group engaged in a consensus-building process incorporating Delphi methods to identify the papers that best described peer review, and also highlighted important tips for new reviewers. We found and reviewed 24 papers. In our results section, we present our authorship group's top five most highly rated papers on the topic of peer review. We also summarize these papers with respect to their relevance to junior faculty members and to faculty developers. We present five key papers on peer review that can be used for faculty development for novice writers and reviewers. These papers represent a mix of foundational and explanatory papers that may provide some basis from which junior faculty members might build upon as they both undergo the peer-review process and act as reviewers in turn.

Academic Primer Series: Key Papers About Peer Review

PubMed Central

Yarris, Lalena M.; Gottlieb, Michael; Scott, Kevin; Sampson, Christopher; Rose, Emily; Chan, Teresa M.; Ilgen, Jonathan

2017-01-01

Introduction Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues’ work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills. Methods The online discussions of the 2016–17 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program included a robust discussion about peer review, which highlighted a number of papers on that topic. We sought to augment this list with further suggestions by guest experts and by an open call on Twitter for other important papers. Via this process, we created a list of 24 total papers on the topic of peer review. After gathering these papers, our authorship group engaged in a consensus-building process incorporating Delphi methods to identify the papers that best described peer review, and also highlighted important tips for new reviewers. Results We found and reviewed 24 papers. In our results section, we present our authorship group’s top five most highly rated papers on the topic of peer review. We also summarize these papers with respect to their relevance to junior faculty members and to faculty developers. Conclusion We present five key papers on peer review that can be used for faculty development for novice writers and reviewers. These papers represent a mix of foundational and explanatory papers that may provide some basis from which junior faculty members might build upon as they both undergo the peer-review process and act as reviewers in turn. PMID:28611894

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development.

PubMed

Krzyzaniak, Sara M; Cherney, Alan; Messman, Anne; Natesan, Sreeja; Overbeck, Michael; Schnapp, Benjamin; Boysen-Osborn, Megan

2018-02-04

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content.

Curated Collections for Educators: Five Key Papers about Residents as Teachers Curriculum Development

PubMed Central

Cherney, Alan; Messman, Anne; Natesan, Sreeja; Overbeck, Michael; Schnapp, Benjamin; Boysen-Osborn, Megan

2018-01-01

The Accreditation Council for Graduate Medical Education (ACGME) requires residency programs to prepare residents to teach and assess medical students and other learners. In order to achieve this, many programs develop formal residents as teachers (RAT) curricula. Medical educators may seek the guidance of previously published literature during the development of RAT programs at their institutions. The authors sought to identify key articles published on the subject of RAT programs over the last 10 years. The authors utilized a formal literature search with the help of a medical librarian and identified additional articles from virtual discussions among the author group and an open call for articles on Twitter using the hashtag #MedEd. Virtual discussions occurred within an online community of practice, the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. The lead author conducted a four-round modified Delphi process among the author group in order to narrow the broad article list to five key articles on RAT programs. The authors summarize each article and provide considerations for junior faculty as well as faculty developers. Curriculum development and program evaluation should utilize established frameworks and evidence-based approaches. The papers identified by this Delphi process will help faculty use best practices when creating or revising new RAT curriculum. In addition, faculty tasked with guiding junior faculty in this process or creating faculty development programs around curriculum development will find these articles to be a great resource for building content. PMID:29637035

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

PubMed

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

2016-11-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

The writing retreat: a high-yield clinical faculty development opportunity in academic writing.

PubMed

Cable, Christian T; Boyer, Debra; Colbert, Colleen Y; Boyer, Edward W

2013-06-01

The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008-2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship.

PubMed

Quinn, Antonia; Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-03

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.

Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship

PubMed Central

Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

2018-01-01

Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure. PMID:29531874

Curated Collection for Educators: Five Key Papers about the Flipped Classroom Methodology

PubMed Central

Boysen-Osborn, Megan; Cooney, Robert; Mitzman, Jennifer; Misra, Asit; Williams, Jennifer; Dulani, Tina; Gottlieb, Michael

2017-01-01

The flipped classroom (FC) pedagogy is becoming increasingly popular in medical education due to its appeal to the millennial learner and potential benefits in knowledge acquisition. Despite its popularity and effectiveness, the FC educational method is not without challenges. In this article, we identify and summarize several key papers relevant to medical educators interested in exploring the FC teaching methodology. The authors identified an extensive list of papers relevant to FC pedagogy via online discussions within the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented by an open call on Twitter (utilizing the #meded, #FOAMed, and #flippedclassroom hashtags) yielding a list of 33 papers. We then conducted a three-round modified Delphi process within the authorship group, which included both junior and senior clinician educators, to identify the most impactful papers for educators interested in FC pedagogy. The three-round modified Delphi process ranked all of the selected papers and selected the five most highly-rated papers for inclusion. The authorship group reviewed and summarized these papers with specific consideration given to their value to junior faculty educators and faculty developers interested in the flipped classroom approach. The list of papers featured in this article serves as a key reading list for junior clinician educators and faculty developers interested in the flipped classroom technique. The associated commentaries contextualize the importance of these papers for medical educators aiming to optimize their understanding and implementation of the flipped classroom methodology in their teaching and through faculty development. PMID:29282445

Enhancing Recruitment, Professional Development, and Socialization of Junior Faculty through Formal Mentoring Programs

ERIC Educational Resources Information Center

Otieno, Tom; Lutz, Paula M.; Schoolmaster, F. Andrew

2010-01-01

Faculty are the bedrock of any university and they play a central role in all facets of academic life. However, despite impressive educational credentials, new faculty do not arrive with all the knowledge and experience necessary to advance in their new setting. This paper describes the use of a formal mentoring program as a powerful vehicle for…

Mentoring of Junior Faculty.

ERIC Educational Resources Information Center

Campbell, William H.

1992-01-01

Some personal aspects of the mentoring relationship between senior and junior faculty are discussed, including the "psychological contract" between mentor and protege, the unique role played by the mentor in an organizational context, mentor characteristics, and 10 specific principles of effective mentoring. (MSE)

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.

An Examination of the Teaching Strategies Practiced by the Full-Time Teaching Faculty at Manatee Junior College.

ERIC Educational Resources Information Center

Raines, Roy H.

A random sample (n=25) of full-time faculty at Manatee Junior College (Florida) were surveyed by open-ended questionnaire to determine what instructional techniques were being used and to ascertain if the faculty had acquired minimal training in teaching methods and learning theories. A total of 16 different teaching strategies were identified. Of…

Creative Behavior Modification Strategies That Work.

ERIC Educational Resources Information Center

Kalishman, Arline

This paper describes a discipline plan at Brentwood (Missouri) Junior High School based on firm and consistent enforcement of rules and regulations that have been developed cooperatively by principal, faculty, and students. The principal holds monthly faculty meetings where all students who are experiencing academic or behavioral difficulties are…

Mentors' perspectives on supporting nurse faculty scholars.

PubMed

Swanson, Kristen M; Larson, Elaine L; Malone, Beverly

Describe mentors' perceptions of the purpose, processes, outcomes, and challenges of mentoring; self-ratings of effectiveness in performing aspects of the mentoring role; and overall ratings of the quality of their mentoring relationship and the likely contributions of their junior faculty fellow to academia and the profession, the body of knowledge related to health and healthcare, and mitigation of the nursing faculty shortage. Fifty-one (of 86 possible) mentors of junior faculty who participated in a competitive methods: qualitative and quantitative data were gathered via an online investigator-developed survey. Narrative texts were content analyzed. Quantitative data were analyzed using measures of central tendency and association. For the most part mentors rated themselves as effective in their roles and indicated program and mentor-mentee goals were met. The overall purpose, processes, outcomes, and challenges of mentoring are described. Copyright © 2017 Elsevier Inc. All rights reserved.

Mentored Discussions of Teaching: An Introductory Teaching Development Program for Future STEM Faculty

ERIC Educational Resources Information Center

Baiduc, Rachael R.; Linsenmeier, Robert A.; Ruggeri, Nancy

2016-01-01

Today's science, technology, engineering, and mathematics (STEM) graduate students and postdoctoral fellows are tomorrow's new faculty members; but these junior academicians often receive limited pedagogical training. We describe four iterations of an entry-level program with a low time commitment, Mentored Discussions of Teaching (MDT). The…

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

NASA Astrophysics Data System (ADS)

Durakiewicz, Tomasz

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

A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member

ERIC Educational Resources Information Center

Cheng, Qiang; Wang, Jian; Zhang, Shaoan

2013-01-01

Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teaching culture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The…

Designing an orientation program for new faculty.

PubMed

Holyfield, Lavern J; Berry, Charles W

2008-12-01

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

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

PubMed

Kohn, Harold

2014-03-12

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

A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

PubMed Central

2014-01-01

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

Colorado Upper-Division Electrostatics Diagnostic: A Conceptual Assessment for the Junior Level

ERIC Educational Resources Information Center

Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K.

2012-01-01

As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews,…

Junior College Faculty Job Satisfaction.

ERIC Educational Resources Information Center

Frankel, Joanne

Some of the research done to date concerning job satisfaction of junior college faculty is reviewed in this "Brief." Part I of the "Brief" describes four frameworks that have been applied to the analysis of job satisfaction: the traditional approach, the two-factor approach, the need hierarchy, and the cognitive dissonance approach. Part II…

Faculty Compensation Report, 1973-1974.

ERIC Educational Resources Information Center

Cuyahoga Community Coll., Cleveland, OH.

The results of a survey made of faculty compensation and instructional load policy in junior colleges are presented. A total of 34 community-junior college districts were sent a questionnaire, to which 22 district offices, representing 47 colleges, and 1 college not representing a district replied. Institutions were asked to report the number of…

It's a Buyer's Market for Colleges Hiring Junior Faculty

ERIC Educational Resources Information Center

Medina, Brenda

2012-01-01

Colleges looking to hire junior faculty members are enjoying something of a buyer's market these days. With job offers scarce in many fields, small, teaching-intensive colleges and regionally oriented state universities have been able to snag recent graduates of the nation's top programs, the kinds of candidates who would have probably gone to…

Mentoring Undergraduate Interdisciplinary Mathematics Research Students: Junior Faculty Experiences

ERIC Educational Resources Information Center

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

2017-01-01

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

Schools in the Middle: Developing a Middle-Level Orientation. The Practicing Administrator's Leadership Series.

ERIC Educational Resources Information Center

McKay, Jack A.

This handbook was designed to help school administrators, teachers, and community members make a successful transition from a junior high school to a middle school. The focus is on the process rather than content. Chapter 1 provides an example of how one junior high school faculty and administration made the shift to a middle school. Chapter 2…

Leadership Skills of Faculty Members at Al-Istiqlal University: Cadets' Point of Views

ERIC Educational Resources Information Center

Samra, Mahmoud A. Abu

2014-01-01

The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a…

Anticipatory guidance as a principle of faculty development: managing transition and change.

PubMed

Schor, Nina F; Guillet, Ronnie; McAnarney, Elizabeth R

2011-10-01

Although one cannot anticipate every individual's unique responses to the transitions and changes that regularly occur in academic medicine, a department-wide faculty development program, based on predictable transition points and supporting faculty at all levels, can minimize such negative responses to change as stress and burnout. In 2007, the authors implemented a new, formal faculty development program in the pediatrics department built on the principle of anticipatory guidance, defined as providing guidance in anticipation of future academic events. The primary components of the program are mentoring committees for individual junior faculty, group leadership development and teaching forums for midlevel faculty, and events that focus on life and career changes for senior faculty. Other department-wide activities augment the program, including review of grant submissions, annual review by a senior faculty committee of the progress of National Institutes of Health mentored research (K-) awardees, women faculty luncheons, and discussions about faculty development at regular faculty meetings. The department's faculty also participate in the University of Rochester Medical Center's active faculty development program. Feedback on the faculty development program has been constructive and mainly positive and will serve to guide the continuing evolution of the program.

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

PubMed

O'Sullivan, Patricia S; Irby, David M

2014-11-01

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

Mentoring students and junior faculty in faculty research: a win-win scenario.

PubMed

Morrison-Beedy, D; Aronowitz, T; Dyne, J; Mkandawire, L

2001-01-01

The concept of mentoring in nursing has focused primarily on moving novice nurses to a more advanced level of expertise in the clinical setting. With the growing emphasis on expanding evidence-based practice in nursing, however, mentoring within the context of research is becoming increasingly important. This article describes the many reciprocal benefits of research mentoring for students, junior faculty, and senior faculty researchers as well as for colleges of nursing and nursing science. Suggestions for implementing processes that facilitate successful mentoring within a research setting also are offered. Copyright 2001 by W.B. Saunders Company

A Profile of New Faculty in California Community Colleges.

ERIC Educational Resources Information Center

Phair, Tom S.

This first phase of a 5-year study of staffing trends in California junior colleges surveys 78 public junior colleges and examines 1310 new, full-time faculty members hired in fall 1967. The data will be compared with those collected during the following four years. Experience categories were (1) none, (2) secondary teaching, (3) elementary…

Social Media and Mentoring in Biomedical Research Faculty Development.

PubMed

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-09-01

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

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.

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.

Early career professional development issues for military academic psychiatrists.

PubMed

Warner, Christopher H; Bobo, William V; Flynn, Julianne

2005-01-01

Academically motivated graduates of military psychiatric residency programs confront serious challenges. In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for discussion, the authors focus on challenges facing academically oriented early-career military psychiatrists and provide guidance. The authors believe that a proactive stance, skillful mentoring, self-awareness through conscious planning and effort, ability to capitalize on existing opportunities for growth, and attention to detail are all vital to the junior military psychiatrist.

Continuity or Change? Gender, Family, and Academic Work for Junior Faculty in Ontario Universities

ERIC Educational Resources Information Center

Acker, Sandra; Webber, Michelle; Smyth, Elizabeth

2016-01-01

Over the past 40 or so years, women's share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the…

Leadership Development for Health Researchers at Historically Black Colleges and Universities

PubMed Central

Braithwaite, Ronald L.; Braithwaite, Kisha; Oliver, Desiree; Holliday, Rhonda

2009-01-01

Historically Black colleges and universities (HBCUs) have traditionally been a magnet for Black students at all levels nationwide and have been an exemplar of mentorship models for preparing leaders in many fields. A research career development program for junior faculty scholars that leverages the unique strengths of HBCUs has the potential to promote diverse leadership in health research and advance practical understanding of how to address HIV/AIDS and related health challenges that ravage vulnerable communities. A program that creates institutional bonds between HBCUs and other academic institutions can create a groundbreaking framework for more-effective community-based participatory research. We present a rationale for supporting an HBCU-led collaborative research program, one that both advances junior faculty and explores the interrelationship between HIV/AIDS, mental health, and substance abuse through research in correctional facilities. PMID:19246669

A 10-year analysis of American Society For Radiation Oncology Junior Faculty Career Development Awards.

PubMed

Kimple, Randall J; Kao, Gary D

2013-03-15

Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained were confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members. Copyright © 2013 Elsevier Inc. All rights reserved.

A 10-Year Analysis of American Society for Radiation Oncology Junior Faculty Career Development Awards

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

Kimple, Randall J., E-mail: rkimple@humonc.wisc.edu; Kao, Gary D.

2013-03-15

Purpose: Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Methods: Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained weremore » confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. Results: All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). Conclusions: ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members.« less

Early Career Professional Development Issues for Military Academic Psychiatrists

ERIC Educational Resources Information Center

Warner, Christopher H.; Bobo, William V.; Flynn, Julianne

2005-01-01

Objective: Academically motivated graduates of military psychiatric residency programs confront serious challenges. Method: In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for…

Social Media and Mentoring in Biomedical Research Faculty Development

PubMed Central

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2015-01-01

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

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

PubMed

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

2017-05-04

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

Curated Collections for Educators: Five Key Papers about Program Evaluation

PubMed Central

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

2017-01-01

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

Conference Report on the Annual Conference of the New York State Association of Junior Colleges (21st, Niagara Falls, April 26-27, 1968).

ERIC Educational Resources Information Center

New York State Association of Junior Colleges.

This report examines four areas of faculty involvement in junior college activities. (1) In college governance, faculties are told to (a) look to self-government first and then, if necessary, turn to outside organizations, (b) seek a "golden mean" between communalism and instrumentalism, and (c) seek mutual equality, trust, and respect…

Promoting a Culture of Engaged Scholarship and Mentoring Junior Faculty in the Reappointment, Tenure, and Promotion Process at a "Teaching First" University

ERIC Educational Resources Information Center

Boehm, Lisa Krissoff; Larrivee, Linda S.

2016-01-01

This paper analyzes the processes and outcomes involved with mentoring junior faculty in the reappointment, promotion, and tenure (RPT) process at a comprehensive state university and creating a culture supportive of engaged research. Although the university in this case study is governed by a collective bargaining agreement that prohibits the…

First-Year Faculty of Color: Narratives about Entering the Academy

ERIC Educational Resources Information Center

Cole, Eddie R.; McGowan, Brian L.; Zerquera, Desiree D.

2017-01-01

The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the…

Mentoring Early-Career Faculty Researchers Is Important-But First "Train the Trainer".

PubMed

Sood, Akshay; Tigges, Beth; Helitzer, Deborah

2016-12-01

It has long been known that mentoring is critical to the success of junior faculty researchers. The controlled intervention study by Libby et al published in this issue of Academic Medicine demonstrates that institutional investment in a mentored research career development program for early-career faculty investigators provided significant long-term gains in grant productivity. Academic institutions hoping to replicate this program's success by launching similar mentoring programs for their junior faculty investigators will, however, find that the Achilles' heel lies in the scarcity of skilled research mentors and the relative lack of attention to and recognition of the importance of a supportive institutional climate for mentoring. It is essential, therefore, to begin by developing programs to "train the trainer" as well as programs and policies to support mentors. As a recent trial at 16 Clinical and Translational Science Award institutions demonstrated, competency-based, structured research mentor training can improve mentors' skills.In this Commentary, the authors offer a comprehensive two-pronged framework for mentor development with elements that address both individual mentoring competencies and the institutional climate for mentoring. The framework depicts the gaps, activities, and outcomes that a mentor development program can address. Activities directed at changing the institutional climate related to mentor development should complement training activities for individual mentors. The authors propose that employing this framework's approach to mentor development will lead to the desired impact: to increase the competence, productivity, and retention of a diverse clinical and translational research workforce.

Enhancing the Careers of Under-Represented Junior Faculty in Biomedical Research: The Summer Institute Program to Increase Diversity (SIPID).

PubMed

Rice, Treva K; Liu, Li; Jeffe, Donna B; Jobe, Jared B; Boutjdir, Mohamed; Pace, Betty S; Rao, Dabeeru C

2014-01-01

The Summer Institute Program to Increase Diversity (SIPID) in Health-Related Research is a career advancement opportunity sponsored by the National Heart, Lung, and Blood Institute. Three mentored programs address difficulties experienced by junior investigators in establishing independent research careers and academic advancement. Aims are to increase the number of faculty from under-represented minority groups who successfully compete for external research funding. Data were collected using a centralized data-entry system from three Summer Institutes. Outcomes include mentees' satisfaction rating about the program, grant and publications productivity and specific comments. Fifty-eight junior faculty mentees (38% male) noticeably improved their rates of preparing/submitting grant applications and publications, with a 18-23% increase in confidence levels in planning and conducting research. According to survey comments, the training received in grantsmanship skills and one-on-one mentoring were the most valuable program components. The SIPID mentoring program was highly valued by the junior faculty mentees. The program will continue in 2011-2014 as PRIDE (PRogram to Increase Diversity among individuals Engaged in health-related research). Long-term follow-up of current mentees will be indexed at five years post training (2013). In summary, these mentoring programs hope to continue increasing the diversity of the next generation of scientists in biomedical research.

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

ERIC Educational Resources Information Center

Bullard, Richard F., Ed.

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

A Needs Assessment of Medical School Faculty: Caring for the Caretakers.

ERIC Educational Resources Information Center

Pololi, Linda H.; Dennis, Kay; Winn, Gloria M.; Mitchell, Jim

2003-01-01

In administrator interviews and a survey of 395 medical school faculty (72% responded), faculty prioritized the following learning needs: sustaining vitality, life balance, meaningful work, relationships, and personal growth. Administrators ranked the following needs for faculty: time management, teamwork, and improved performance. Junior faculty…

Black Female Faculty Success and Early Career Professional Development

ERIC Educational Resources Information Center

Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

2013-01-01

In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

Faculty of Color and Role Performance. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Alexander-Snow, Mia; Johnson, Barbara J.

This study examined the issues and pressures that new and junior faculty of color experienced at predominantly white colleges and universities, and includes recommendations for administrators, graduate students, majority faculty, and faculty of color. Twelve African American and 19 Latino first-, second-, and third-year tenure-track faculty…

A writing group for female assistant professors.

PubMed

Sonnad, Seema S; Goldsack, Jennifer; McGowan, Karin L

2011-01-01

The number of female medical school faculty being promoted and the speed at which they are promoted have not kept pace with their male counterparts at many institutions. One of the reasons is that these women are not publishing peer reviewed manuscripts at an equivalent rate. This study evaluates the impact of a women's writing group on faculty publication rates. The writing group was conducted by 2 senior faculty members at the University of Pennsylvania School of Medicine and targeted female junior faculty. The writing group consisted of a didactic skills curriculum, question sessions, and both faculty and peer support to improve publishing rates. Curriculum vitae were collected, and PubMed and Ovid searches were used to establish the publishing productivity of the writing group participants both before and after participation in the writing group. On average, women who completed the writing group showed a nearly 3-fold increase in average publishing rate from 1.5 papers per year preceding the course to 4.5 per year following completion of the writing group (p<.001). The results from our program suggest that a women's writing group is an effective intervention for increasing publishing rates of female junior faculty. In addition to the documented improvement in publication rates, we watched participants develop clearer writing styles, lose many of their inhibitions about writing, respond to group affiliation and collaboration, and gain tremendous self-confidence.

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.

The ASIBS Short Course: A unique strategy for increasing statistical competency of junior investigators in academic medicine.

PubMed

Benn, Emma K T; Tu, Chengcheng; Palermo, Ann-Gel S; Borrell, Luisa N; Kiernan, Michaela; Sandre, Mary; Bagiella, Emilia

2017-08-01

As clinical researchers at academic medical institutions across the United States increasingly manage complex clinical databases and registries, they often lack the statistical expertise to utilize the data for research purposes. This statistical inadequacy prevents junior investigators from disseminating clinical findings in peer-reviewed journals and from obtaining research funding, thereby hindering their potential for promotion. Underrepresented minorities, in particular, confront unique challenges as clinical investigators stemming from a lack of methodologically rigorous research training in their graduate medical education. This creates a ripple effect for them with respect to acquiring full-time appointments, obtaining federal research grants, and promotion to leadership positions in academic medicine. To fill this major gap in the statistical training of junior faculty and fellows, the authors developed the Applied Statistical Independence in Biological Systems (ASIBS) Short Course. The overall goal of ASIBS is to provide formal applied statistical training, via a hybrid distance and in-person learning format, to junior faculty and fellows actively involved in research at US academic medical institutions, with a special emphasis on underrepresented minorities. The authors present an overview of the design and implementation of ASIBS, along with a short-term evaluation of its impact for the first cohort of ASIBS participants.

Survey of faculty educator development award recipients.

PubMed

Aziz, Shahid R; Ziccardi, Vincent B

2011-01-01

Since 2002, the American Association of Oral and Maxillofacial Surgeons and the Oral and Maxillofacial Surgery Foundation have annually awarded the Faculty Educator Development Award (FEDA) to select junior full-time oral and maxillofacial surgery faculty. To date, 33 individuals have received this award. The purpose of this study was to evaluate the FEDA's impact on the recipients' career and assess the FEDA's strengths and weaknesses from the perspective of the recipients. A complete list of FEDA recipients was obtained from the American Association of Oral and Maxillofacial Surgeons, to whom a 19-question survey was electronically mailed for completion. Twenty-two of the 33 surveys were completed and returned. Strengths of the FEDA included encouraging faculty recruitment and retention and financial support. Weaknesses included unknown selection criteria for the FEDA, unknown FEDA selection committee, and that the financial component of the award was available for only 3 of the 6 years of the FEDA requirement. Although there are some weaknesses in the FEDA, it is the only award of its kind available to the specialty of oral and maxillofacial surgery. As such, consideration should be given to expanding the number of awards given and increasing the amount of the award. In addition, academic oral and maxillofacial surgery needs to improve its recruitment and retention of junior surgical faculty to ensure the continued viability of the specialty and training programs. Suggestions for improvement are discussed. Copyright © 2011 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2013-04-01

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

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

PubMed Central

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

2013-01-01

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

The Recruitment and Support of Latino Faculty for Tenure and Promotion

ERIC Educational Resources Information Center

De Luca, Susan M.; Escoto, Ernesto R.

2012-01-01

Retaining and supporting Latino faculty is a challenge for many colleges and universities in the United States. This article focuses on the unique experiences faced by Latino junior faculty, when power differentials between senior faculty are most prominent in their career, and examines the cultural norms of "personalismo", "familismo", and…

Lighting the fire with mentoring relationships.

PubMed

Hadidi, Niloufar Niakosari; Lindquist, Ruth; Buckwalter, Kathleen

2013-01-01

Mentoring provides fuel to advance nursing science and ensure a growing cadre of career nurse scientists. With the demand for well-prepared nursing faculty in the area of academic geriatrics, mentoring by expert faculty provides an optimal opportunity for retention and growth of junior faculty. Reflecting on 2 years of a mentoring relationship in the Hartford Building Academic Geriatric Nursing Capacity (BAGNC) postdoctoral scholar program, the BAGNC Claire M. Fagin Fellowship, the authors describe the desired attributes of mentoring relationships that were beneficial to the career of the mentored junior faculty member and were satisfying to the mentors. From the perspective of mentors and mentee, the authors describe the stages of a mentoring relationship and the ingredients of this transforming experience, as well as barriers, challenges, rewards, and lessons learned.

Best Practices for Recruiting and Retaining Women in Physics.

NASA Astrophysics Data System (ADS)

Murnane, Margaret

2007-04-01

Universities make a tremendous investment in faculty, often recruiting and hiring them at great expense. These faculty have highly specialized talents that are needlessly wasted when faculty spend time struggling in a bad environment, or leaving the university. Therefore, there is a great incentive to improve the working environment for female faculty. This talk will highlight specific strategies that departments can use to recruit and retain the best faculty, including female faculty. These strategies have been developed over several years of site visits by the APS Committee on the Status of Women in Physics to physics departments around the US. The mark of a successful departmental climate for women is one in which the enthusiasm and ambition of the women undergraduates is transformed smoothly into successful and ambitious women graduate students, with dynamic, forging-ahead female postdocs, energetic junior women faculty, and productive, happy, senior women faculty who all serve as positive role models.

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.

Which Fringes for Faculty?

ERIC Educational Resources Information Center

Barber, R. Jerry; Cooper, Lloyd G.

1972-01-01

This survey of 464 junior college teachers from 60 institutions was designed to determine the relative importance to faculty members of four categories of employee benefits--security, teaching, research, and income supplement. (NF)

Leadership in adolescent health: developing the next generation of maternal child health leaders through mentorship.

PubMed

Blood, Emily A; Trent, Maria; Gordon, Catherine M; Goncalves, Adrianne; Resnick, Michael; Fortenberry, J Dennis; Boyer, Cherrie B; Richardson, Laura; Emans, S Jean

2015-02-01

Leadership development is a core value of Maternal Child Health Bureau training programs. Mentorship, an MCH Leadership Competency, has been shown to positively affect career advancement and research productivity. Improving mentorship opportunities for junior faculty and trainees may increase pursuit of careers in areas such as adolescent health research and facilitate the development of new leaders in the field. Using a framework of Developmental Networks, a group of MCH Leadership Education in Adolescent Health training program faculty developed a pilot mentoring program offered at the Society for Adolescent Health and Medicine Annual Meeting (2011-2013). The program matched ten interdisciplinary adolescent health fellows and junior faculty with senior mentors at other institutions with expertise in the mentee's content area of study in 2011. Participants were surveyed over 2 years. Respondents indicated they were "very satisfied" with their mentor match, and all agreed or strongly agreed that the mentoring process in the session was helpful, and that the mentoring relationships resulted in several ongoing collaborations and expanded their Developmental Networks. These results demonstrate that MCH programs can apply innovative strategies to disseminate the MCH Leadership Competencies to groups beyond MCH-funded training programs through programs at scientific meetings. Such innovations may enhance the structure of mentoring, further the development of new leaders in the field, and expand developmental networks to provide support for MCH professionals transitioning to leadership roles.

Efficacy of an Interinstitutional Mentoring Program Within Pediatric Rheumatology.

PubMed

Moorthy, Lakshmi Nandini; Muscal, Eyal; Riebschleger, Meredith; Klein-Gitelman, Marisa; Nigrovic, Lise E; Horon, Jeffrey R; Rouster-Stevens, Kelly; Ferguson, Polly J; Eberhard, B Anne; Brunner, Hermine I; Prahalad, Sampath; Schneider, Rayfel; Nigrovic, Peter A

2016-05-01

The small size of many pediatric rheumatology programs translates into limited mentoring options for early career physicians. To address this problem, the American College of Rheumatology (ACR) and the Childhood Arthritis and Rheumatology Research Alliance (CARRA) developed a subspecialty-wide interinstitutional mentoring program, the ACR/CARRA Mentoring Interest Group (AMIGO). We sought to assess the impact of this program on mentoring within pediatric rheumatology. In a longitudinal 3-year study, participant ratings from the AMIGO pilot program were compared with those after the program was opened to general enrollment. Access to mentoring as a function of career stage was assessed by surveys of the US and Canadian pediatric rheumatologists in 2011 and 2014, before and after implementation of AMIGO. Participants in the pilot phase (19 dyads) and the general implementation phase (112 dyads) reported comparable success in establishing mentor contact, suitability of mentor-mentee pairing, and benefit with respect to career development, scholarship, and work-life balance. Community surveys showed that AMIGO participation as mentee was high among fellows (86%) and modest among junior faculty (31%). Implementation correlated with significant gains in breadth of mentorship and in overall satisfaction with mentoring for fellows but not junior faculty. AMIGO is a career mentoring program that serves most fellows and many junior faculty in pediatric rheumatology across the US and Canada. Program evaluation data confirm that a subspecialty-wide interinstitutional mentoring program is feasible and can translate into concrete improvement in mentoring, measurable at the level of the whole professional community. © 2016, American College of Rheumatology.

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

Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences

ERIC Educational Resources Information Center

Gonzalez, Juan Carlos

2007-01-01

This study examines the experiences of Latina faculty during their doctoral education. Twelve semi-structured interviews were conducted with tenure-track Latina faculty (who primarily self-identified as Chicanas, Latinas, and Mexican Americans) across the west and southwest United States. Resiliency theory was used to help structure and understand…

Virtual Space (E-Learning) Faculty Development

ERIC Educational Resources Information Center

Pruett, Christian D.; Pollard, Terry

2013-01-01

Mississippi's community and junior colleges comprise the nation's oldest two-year system. Throughout history, Mississippi has prided itself on bridging the gap between dreams and reality through increased access to higher education. In the early 1990s, through advancements made possible through telecommunications systems, educators and leaders…

SALARY STRUCTURES IN PUBLIC JUNIOR COLLEGES WHICH DO NOT HAVE THE USUAL ACADEMIC RANKS, 1965-66.

ERIC Educational Resources Information Center

American Association of Univ. Professors, Washington, DC.

LENGTH OF SERVICE AND LEVEL OF EDUCATION ATTAINMENT PROVIDED THE BASES FOR COMPARING FACULTY SALARIES IN JUNIOR COLLEGES WHICH DO NOT USE ACADEMIC RANKS WITH THOSE OF 4- AND 5-YEAR INSTITUTIONS. DATA WERE OBTAINED FROM 57 USABLE RESPONSES TO QUESTIONNAIRES SENT TO 150 JUNIOR COLLEGES. SALARY EQUIVALENTS WERE DETERMINED BY THE FORMULAS--(1)…

North American dental students' perspectives about their clinical education.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William

2006-04-01

Many North American dental schools face the challenge of replacing the majority of their "boomer generation" clinical instructors over the next ten years as this cohort of faculty reaches retirement age. Developing a new cadre of clinical instructors poses a substantial faculty development challenge: what instructional techniques should be integrated into routine educational practice by the dental faculty of the future, and what aspects of the clinical learning environment should be addressed to improve the overall quality of the experience for patients, students, and the new cohort of instructors? To gain insight that might guide faculty development for new clinical instructors and enhance understanding of the learning environment in dental school clinics, this study addressed the following question: what are dental students' perceptions of their learning experiences in the clinical setting? The purpose of the study was to evaluate the effectiveness of the clinical instruction from the perspectives of the actual "consumer" of dental education: the student. This consumers' perspective was provided by 655 junior, senior, and graduate dental students at twenty-one North American dental schools who completed the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) in 2003-04. The ClinED IQ examines four components of students' clinical experiences: 1) clinical learning opportunities, 2) involvement in specific learning activities, 3) interaction with clinical instructors, and 4) personal perceptions about clinical education. With the exception of inconsistent feedback and instruction and lack of continuous contact with the same instructors, juniors, seniors, and graduate students rated their interaction with clinical instructors favorably (mean=4.76 on a 6.00 scale), but provided lower ratings for clinical learning opportunities (mean=4.26 on a 6.00 scale) due to concerns about the efficiency of the dental clinic environment and lack of opportunity to treat patients in a variety of clinical settings. Analysis of more than 1,000 written comments provided by these students indicated four areas of concern: 1) inconsistent and sometimes insensitive (patronizing, rude) feedback from faculty; 2) excessive amounts of noneducational "legwork" such as billing, patient scheduling, phone calling, completing paperwork, and performing other clinic operations tasks; 3) limited access to faculty because of insufficient numbers of instructors on the clinic floor or difficulty locating faculty when they were needed for coaching, work evaluation, and chart signatures; and 4) concerns about the strategies employed to meet procedural requirements that some students saw as ethically questionable. Junior, senior, and graduate dental students at twenty-one North American dental schools perceived that the strongest aspect of their clinical education was their relationship with the faculty, but also reported that the dental school clinic was often an inefficient learning environment that hindered their opportunity to develop clinical competency. Students also sensed that faculty shortages, a growing crisis for dental education, hindered their progress in the clinic and made learning less efficient.

Assessing and Addressing Faculty Morale: Cultivating Consciousness, Empathy, and Empowerment

ERIC Educational Resources Information Center

Norman, Marie; Ambrose, Susan A.; Huston, Therese A.

2006-01-01

Drawing on narrative theory, we propose a scenario-based approach to conducting discussions among junior and senior faculty about issues affecting job satisfaction. This study reports how discussions of fictional scenarios (based on data drawn from 123 faculty interviews) prompt open dialogue, foster greater consciousness, empathy, and empowerment…

Achieving Diversity in Academia: A Dream Deferred?

ERIC Educational Resources Information Center

Leonard, Jacqueline; Horvat, Erin McNamara; Riley-Tillman, T. Chris

Attempts to achieve diversity in the faculty in institutions of higher education have increased in recent years. Despite these attempts, faculty of color and women are still underrepresented in the higher ranks. This paper presents autobiographies focusing on the career trajectories of three junior faculty members at one institution: a divorced…

Incentives for Deconstruction of the E-Journal

ERIC Educational Resources Information Center

Cleary, Daniel E.

2007-01-01

Simply an idea for systematic incentives at all institutional levels necessary to implement institutional archiving of peer-reviewed papers produced by their faculty. Some of the key concerns are addressed outlining the roles of senior faculty, junior faculty, librarians and others in fulfilling what should be an administrative imperative in all…

A Five-Year Study of Junior Faculty Expectations about Their Work.

ERIC Educational Resources Information Center

Olsen, Deborah; Crawford, Lizabeth A.

1998-01-01

A study used the "met-expectations" framework to examine effects of postgraduate work experience on tenure acquisition. Pretenure faculty with academic postdoctoral experience had better time management skills, were clearer about work priorities, experienced less work stress than inexperienced faculty. Early work stress was associated with lower…

Do Prospective Teachers Have Anxieties about Teaching Mathematics?

ERIC Educational Resources Information Center

Yavuz, Günes

2018-01-01

The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. "Anxieties About Teaching Mathematics Scale" which was developed by Peker…

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.

PubMed

Kearns, Katherine D; Sullivan, Carol Subiño

2011-06-01

Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.

Early exposure to geriatric nursing through an externship program.

PubMed

Souder, Elaine; Beverly, Claudia J; Kitch, Stephanie; Lubin, Sandie A

2012-01-01

The Summer Geriatric Extern Program was developed in 2004 to provide nursing students between the junior and senior year an opportunity to learn more about careers in geriatric nursing.This full-time, eight-week commitment provides students with a stipend and a faculty mentor in their area of interest. Of the 24 externs since the inception of the program, seven have enrolled in graduate programs. The findings suggest that the summer geriatric externship program is effective in developing interest in a geriatric nursing career and providing exposure to nursing research and other aspects of the faculty role.

Funding, Funding

ERIC Educational Resources Information Center

Altman, Micah

2009-01-01

I show herein how to develop fundable proposals to support your research. Although the proposal strategy I discuss is commonly used in successful proposals, most junior faculty (and many senior scholars) in political science and other social sciences seem to be unaware of it. I dispel myths about funding, and discuss how to find funders and target…

A Helping Hand for Young Faculty Members

ERIC Educational Resources Information Center

June, Audrey Williams

2008-01-01

With the academic year just under way, many junior faculty members in search of much-needed advice and guidance have begun to make critical connections with senior colleagues. Departmental pairings are the most standard form of faculty mentoring, as is the practice of newly minted professors' tapping colleagues on their own to answer questions…

Jumpstarting Junior Faculty Motivation and Performance with Focused Writing Retreats

ERIC Educational Resources Information Center

Girardeau, Laura; Rud, A. G.; Trevisan, Michael S.

2014-01-01

Faculty members are critical assets to universities, and large losses to institutions occur if they are not successful. Although institutions value publications and grants in the tenure process, newer professors receive little guidance in writing for these endeavors. Faculty writing retreats help apprentice professors in the craft of writing;…

On Being a Mentor: A Guide for Higher Education Faculty

ERIC Educational Resources Information Center

Johnson, Brad W.

2006-01-01

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

Mentoring Postsecondary Tenure-Track Faculty: A Theory-Building Case Study and Implications for Institutional Policy

ERIC Educational Resources Information Center

Davis, Dannielle Joy; Boyer, Patricia; Russell, Isela

2011-01-01

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members' integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for…

Work, Family, and the Faculty Career. New Pathways: Faculty Career and Employment for the 21st Century Working Paper Series, Inquiry #8.

ERIC Educational Resources Information Center

Gappa, Judith M.; MacDermid, Shelley M.

This paper, one in a series about the priorities of the professoriate, examines work-family issues as they affect faculty recruitment, retention, and productivity. Following a brief discussion of changing work-force demographics, the first part of the paper examines the structure of an academic career, focusing particularly on junior faculty and…

Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

PubMed

Lane, India F; Bogue, E Grady

2010-07-01

To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. Survey. All faculty members at 5 North American veterinary medical institutions. Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline. Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process. Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.

Digitized Educational Technology: A Learning Tool Using Remotely Sensed Data

NASA Technical Reports Server (NTRS)

Love, Gloria Carter

1999-01-01

Digitized Educational software for different levels of instruction were developed and placed on the web (geocities). Students attending the Pre-Engineering Summer 1998 Camp at Dillard University explored the use of the software which included presentations, applications, and special exercises. Student comments were received and considered for adjustments. The second outreach program included students from Colton Junior High School and Natural Science Majors at Dillard University. The Natural Majors completed a second survey concerning reasons why students selected majors in the Sciences and Mathematics. Two student research assistants (DU) and faculty members/parents of Colton Junior High assisted.

A Perception Scale on the Use of Webquests in Mathematics Teaching: A Study of Scale Development

ERIC Educational Resources Information Center

Demir, Mevhibe Kobak; Gür, Hülya

2016-01-01

This study was aimed to develop a valid and reliable perception scale in order to determine the perceptions of pre-service teachers towards the use of WebQuest in mathematics teaching. The study was conducted with 115 junior and senior pre-service teachers at Balikesir University's Faculty of Education, Computer Education and Instructional…

Using Regression Analysis To Determine If Faculty Salaries Are Overly Compressed. AIR 1997 Annual Forum Paper.

ERIC Educational Resources Information Center

Toutkoushian, Robert K.

This paper proposes a five-step process by which to analyze whether the salary ratio between junior and senior college faculty exhibits salary compression, a term used to describe an unusually small differential between faculty with different levels of experience. The procedure utilizes commonly used statistical techniques (multiple regression…

E-Time for Learning

ERIC Educational Resources Information Center

Fawson, Peter; Peterson, Troy

2011-01-01

For the past three years, the faculty and administrators of Diamond Fork Junior High School--a large junior high in Spanish Fork, Utah--have been on an amazing journey of examining the school's educational practices with the intent of improving learning opportunities for all its students. In March 2009, the administrators and the faculty…

TJCTA Messenger, Fall 1987-Spring 1988.

ERIC Educational Resources Information Center

Burnside, Charles L., Ed.

1988-01-01

Published four times annually by the Texas Junior College Teachers Association (TJCTA), this newsletter provides news about events affecting Texas Junior Colleges and their faculty, chronicles the efforts and activities of the TJCTA, and provides a forum for discourse on topics in community college education. The first issue of the 1987-88…

An Evaluation of the Target Success Mentor Program.

ERIC Educational Resources Information Center

Jackson, Jerlando F. L.; Mathews, Jerry G.

Auburn University's Office of Minority Advancement, in conjunction with Auburn Junior High School, implemented a joint program to assist at-risk African-American male students while at Auburn Junior High School. Using the help of faculty and trained college student mentors, the Success in Reading Program was designed to enhance successful…

Junior Professors Question Job Policies

ERIC Educational Resources Information Center

Smith, Lauren

2007-01-01

Female and minority faculty members rated their institutions less positively as places for junior professors to work than did their male and white counterparts, according to a new report. Young professors said institutional policies designed to help them succeed were important, but they were less satisfied that those policies were effective. Women…

Contextual Considerations for Teaching Online at the Postsecondary Level.

ERIC Educational Resources Information Center

Sawyer, Salley; Moore, Joi

Designing an online class guided by the principles of learner-centered instruction at the postsecondary level is a daunting challenge for new professors facing the demands of a tenure track position. This paper presents the findings of a pilot project on two junior faculty members' experiences with online course development and teaching in a…

Turning an Extension Aide into an Extension Agent

ERIC Educational Resources Information Center

Seevers, Brenda; Dormody, Thomas J.

2010-01-01

For any organization to remain sustainable, a renewable source of faculty and staff needs to be available. The Extension Internship Program for Juniors and Seniors in High School is a new tool for recruiting and developing new Extension agents. Students get "hands on" experience working in an Extension office and earn college credit…

Protege Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

ERIC Educational Resources Information Center

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

2012-01-01

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory…

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

ERIC Educational Resources Information Center

Saint Petersburg Junior Coll., FL.

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

Jobs in Search of Workers. Preparing Students for Textile and Apparel Industry Jobs.

ERIC Educational Resources Information Center

Warfield, Carol L.; Barry, Mary E.

1991-01-01

At an Alabama conference, state administrators, textile and apparel industry representatives, and community, junior, and technical college faculty identified the skill needs of the industry, existing college programs, and ways for industry and education to cooperate in meeting the labor force development requirements of the industry. (SK)

Identification and Development of Items Comprising Organizational Citizenship Behaviors Among Pharmacy Faculty

PubMed Central

Semsick, Gretchen R.

2016-01-01

Objective. Identify behaviors that can compose a measure of organizational citizenship by pharmacy faculty. Methods. A four-round, modified Delphi procedure using open-ended questions (Round 1) was conducted with 13 panelists from pharmacy academia. The items generated were evaluated and refined for inclusion in subsequent rounds. A consensus was reached after completing four rounds. Results. The panel produced a set of 26 items indicative of extra-role behaviors by faculty colleagues considered to compose a measure of citizenship, which is an expressed manifestation of collegiality. Conclusions. The items generated require testing for validation and reliability in a large sample to create a measure of organizational citizenship. Even prior to doing so, the list of items can serve as a resource for mentorship of junior and senior faculty alike. PMID:28179717

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

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

PubMed

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

2010-09-01

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

Automatically Discounted: Using Black Feminist Theory to Critically Analyze the Experiences of Black Female Faculty

ERIC Educational Resources Information Center

Davis, Shametrice; Brown, Kelly

2017-01-01

Black female faculty (BFF) automatically face a number of (un)conscience struggles as they enter into the academy as junior faculty. As a result, there is often a sense of burnout and overcompensation to mitigate the oppressive experiences related to race and gender. This article conceptualizes a thorough review of the literature of the struggle…

Teacher History: Student Historians, Faculty Biographies, and the "Alma Mater"

ERIC Educational Resources Information Center

Stofferahn, Steven A.

2009-01-01

When his department chair asked him a few years ago to take over as faculty advisor to their university's chapter of the Phi Alpha Theta history honor society, the author readily accepted. Not only would it provide a great opportunity to get to know some of their best students better, it would also help a junior faculty member like himself fulfill…

Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

NASA Astrophysics Data System (ADS)

Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K.

2012-12-01

As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews, served as a guide in creating the Colorado Upper-Division Electrostatics (CUE) assessment. The result is a 17-question open-ended post-test diagnostic (with an optional 7-question pretest) and an accompanying grading rubric. We present measures of the validation and reliability of the instrument and grading rubric, plus results from 535 students in both standard and interactive-engagement courses across seven institutions as a baseline for the instrument. Overall, we find that the CUE is a valid and reliable measure, and the data herein are intended to be of use to researchers and faculty interested in using the CUE to measure student learning.

TJCTA Messenger, September 1993-April 1994.

ERIC Educational Resources Information Center

TJCTA Messenger, 1994

1994-01-01

Published four times a year by the Texas Junior College Teachers Association (TJCTA), this newsletter discusses events affecting Texas Junior Colleges and their faculty, chronicles the efforts and activities of the TJCTA, and provides a forum for discourse on topics in community college education. Most of the September 1993 issue is devoted to an…

A Study of Junior College Level Physics in German Speaking Europe.

ERIC Educational Resources Information Center

Riggs, Roderick D.

The purpose of this study was to analyze physics instruction in West Germany, Austria, and German-speaking Switzerland at levels comparable to junior colleges in the United States, and to compare this with the physics instruction offered at Jackson Community College (Jackson, Michigan). The investigator spent four months interviewing faculty and…

Senior Power: Longer Twilight Shortens Prospects for Junior Scholars.

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

1994-01-01

Some higher education officials say the end of mandatory retirement may lead to lower faculty turnover and could reduce opportunities for young scholars, mainly members of minorities, women, and younger faculty in the departments for which the individual institution is most respected. (Author/MSE)

Faculty Exchange Programs.

ERIC Educational Resources Information Center

Terrell, Roland

After examining the foundation of Florida Junior College's (FJC's) Faculty Exchange Program, which involved gaining administrative support and making necessary contacts with other colleges, this descriptive report goes on to recount the experiences of the first three sets of instructors to be exchanged. First, the report describes the selection of…

A passion for research.

PubMed

Haidrani, Layla

2016-11-18

When and why did you develop an interest in research? It was a passion of mine during my PhD studies at the University of Florida in the United States and continued to be a major priority as a junior faculty member at the University of California in San Francisco. I was one of the first researchers into pain in children.

Fight or Flight: An Account of a Professor's First Year Obsession

ERIC Educational Resources Information Center

León, Raina J.

2014-01-01

In this article, a junior faculty member explores her obsessions with the distribution of time in the areas of teaching, scholarship, service and personal life through an intensive analysis of an academic calendar, populated with data points in those areas. Through this analysis, she examines her first year and her own development as an academic.

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

ERIC Educational Resources Information Center

Rodriguez, Felix; Colon, Elsie M.

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

Practical Applications of Math and Science in Junior High Schools

DTIC Science & Technology

1984-04-01

APPLICATIONS OF MATH AND SCIENCE IN JUNIOR HIGH SCHOOLS AUTHOR(S) MAJOR LAWRENCE N. HYLAND, USAF FACULTY ADVISOR mAJoR JAMM WILSON, ACSC/EDDP SPONSOR LT COL...JUNIOR HIGH SCHOOLS 6 PERFORMING O1G. REPORT NUMBER "ś, Au THORrs) 8. CON’RACT OR GRANT NUMBER(.,) Lawrence N. Hyland, Major, USAF 9. PERFORMING...materials aimed at the jumior high school level. Material exposes target group to the mathematical and scientific skills required of Air Force

Update regarding the society of American Gastrointestinal and Endoscopic Surgeons (SAGES) grant distribution and impact on recipient's academic career.

PubMed

DuCoin, Christopher; Petersen, Rebecca P; Urbach, David; Aggarwal, Rajesh; Madan, Atul K; Pryor, Aurora D

2018-07-01

Small seed grants strongly impact academic careers, result in future funding, and lead to increased involvement in surgical societies. We hypothesize that, in accordance with the SAGES Research and Career Development committee mission, there has been a shift in grant support from senior faculty to residents and junior faculty. We hypothesize that these junior physician-researchers are subsequently remaining involved with SAGES and advancing within their academic institutions. All current and previous SAGES grant recipients were surveyed through Survey Monkey™. Questions included current academic status and status at time of grant, ensuing funding, publication and presentation of grant, and impact on career. Results were verified through a Medline query. SAGES database was examined for involvement within the society. Respondent data were compared to 2009 data. One hundred and ninety four grants were awarded to 167 recipients. Of those, 75 investigators responded for a response rate 44.9%. 32% were trainees, 43% assistant professors, 16% associate professors, 3% full professors, 3% professors with tenure, and 3% in private practice. This is a shift from 2009 data with a considerable increase in funding of trainees by 19% and assistant professors by 10% and a decrease in funding of associate professors by 5% and professors by 10%. 41% of responders who were awarded the grant as assistant or associate professors had advanced to full professor and 99% were currently in academic medicine. Eighty-two percent indicated that they had completed their project and 93% believed that the award helped their career. All responders remained active in SAGES. SAGES has chosen to reallocate an increased percentage of grant money to more junior faculty members and residents. It appears that these grants may play a role in keeping recipients interested in the academic surgical realm and involved in the society while simultaneously helping them advance in faculty rank.

Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Goel, Sanjay

2011-01-01

With increasing demand for engineering education in India, universities and colleges are finding it increasingly difficult to build enough faculty capacity to provide a long term individual attention to all students. A few hours of weekly engagement of senior students in mentoring junior students can greatly supplement faculty efforts to enhance…

ISLANDS OF INNOVATION.

ERIC Educational Resources Information Center

JOHNSON, BYRON LAMAR

DESPITE THE SUBSTANTIAL AND RELATIVELY COMPREHENSIVE LIST OF PRACTICES IDENTIFIED, IT APPEARS THAT JUNIOR COLLEGES, IN GENERAL, ARE DOING LITTLE EXPERIMENTATION IN THE EFFECTIVE UTILIZATION OF FACULTY SERVICES. THIS IS DUE IN PART TO THE FACT THAT UNTIL RECENTLY, THE COLLEGES HAVE HAD LITTLE DIFFICULTY IN RECRUITING FACULTY. ALSO, THE COLLEGES ARE…

The transforming power of early career acute care surgery research scholarships on academic productivity.

PubMed

Zarzaur, Ben L; Valsangkar, Nakul; Feliciano, David F; Koniaris, Leonidas G

2016-07-01

More than 75% of respondents to an Eastern Association for the Surgery of Trauma survey felt that barriers to research had increased and that acute care surgeon (ACS) academic productivity had decreased. Recent data confirm this impression and show lower academic productivity of junior ACS faculty compared with peers in other general surgical fields. The purpose of this study was to determine if early career acute care surgery research scholarships are associated with improved ACS academic productivity. Faculty data at the Top 55 National Institutes of Health (NIH)-funded departments of surgery (Top 55) were obtained using SCOPUS, NIH, department, and professional society databases. Academic productivity was measured using total publications, citations, and the Hirsch index. Scholarship recipients from the American Association for the Surgery of Trauma and Eastern Association for the Surgery of Trauma were identified. A total of 4,101 surgical faculty (8.3% ACS) who belong to the Top 55 NIH-funded departments of surgery and 85 scholarship recipients were identified. After merging, 34 scholarship recipients (40%) were current faculty at a Top 55 NIH-funded department of surgery, and 24 of those (71%) were ACS faculty. Scholarship recipients had higher median total publications compared with nonrecipients at assistant and associate ranks but not at full professor rank. For all ranks, scholarship recipients were more likely to have NIH funding compared with nonrecipients (33% vs. 11%, p < 0.05). On multivariable analysis, only NIH funding was associated with increased total publications, with an average of 89 more publications over a career (p < 0.05). Research scholarships granted by acute care surgery professional organizations remain largely among ACS faculty in Top 55 NIH-funded departments of surgery. Among junior ACS faculty, recipients are associated with increased academic productivity and NIH funding. To fill the academic productivity gap among junior ACSs, professional organizations should consider increasing research funding scholarships for promising investigators.

Prioritization in medical school simulation curriculum development using survey tools and desirability function: a pilot experiment.

PubMed

Ingrassia, Pier Luigi; Barozza, Ludovico Giovanni; Franc, Jeffrey Michael

2018-01-01

In Italy, there is no framework of procedural skills that all medical students should be able to perform autonomously at graduation. The study aims at identifying (1) a set of essential procedural skills and (2) which abilities could be potentially taught with simulation. Desirability score was calculated for each procedure to determine the most effective manner to proceed with simulation curriculum development. A web poll was conducted at the School of Medicine in Novara, looking at the level of expected and self-perceived competency for common medical procedures. Three groups were enrolled: (1) faculty, (2) junior doctors in their first years of practice, and (3) recently graduated medical students. Level of importance of procedural skills for independent practice expressed by teachers, level of mastery self-perceived by learners (students and junior doctors) and suitability of simulation training for the given technical skills were measured. Desirability function was used to set priorities for future learning. The overall mean expected level of competency for the procedural skills was 7.9/9. Mean level of self reported competency was 4.7/9 for junior doctors and 4.4/9 for recently graduated students. The highest priority skills according to the desirability function were urinary catheter placement, nasogastric tube insertion, and incision and drainage of superficial abscesses. This study identifies those technical competencies thought by faculty to be important and assessed the junior doctors and recent graduates level of self-perceived confidence in performing these skills. The study also identifies the perceived utility of teaching these skills by simulation. The study prioritizes those skills that have a gap between expected and observed competency and are also thought to be amenable to teaching by simulation. This allows immediate priorities for simulation curriculum development in the most effective manner. This methodology may be useful to researchers in other centers to prioritize simulation training.

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

PubMed Central

McLendon, Roger

2017-01-01

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

Mentorship in an academic department of family medicine.

PubMed

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

2014-01-01

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

Analysis of Drug Information Requested by Medical Students and House Staff Members.

ERIC Educational Resources Information Center

Taylor, A. Thomas

1983-01-01

A clinical pharmacy educational program is described. Under the guidance of pharmacy faculty members, senior pharmacy students participate in patient care activities with general internal medicine and internal medicine subspecialty teams consisting of an attending faculty physician, an internal medicine resident, two interns, and four junior or…

Good Silences, Bad Silences, Unforgivable Silences

ERIC Educational Resources Information Center

Onwuachi-Willig, Angela

2012-01-01

For an untenured faculty member, perception is everything. For outsiders, such as women of color, the task of negotiating and performing identity can prove rather burdensome because of the need to counter negative stereotypes based on race, gender, and class. For many junior faculty members, a recurring conflict is the longstanding tension between…

Your Faculty, Reluctantly.

ERIC Educational Resources Information Center

Trower, Cathy A.

2000-01-01

Notes a decline in numbers of doctoral students interested in academic careers and identifies six negatives of an academic career. Reports on a survey of 2,000 doctoral candidates and junior faculty that found that quality of life factors more important to respondents than tenure and salary, especially important were the institution's geographic…

Locating the Mentor: An Autoethnographic Reflection

ERIC Educational Resources Information Center

Chaddock, Noelle

2017-01-01

Many mentoring conversations--especially those that pertain to junior faculty of color--cite concern about the socio-racial location of the mentor. This essay, an autoethnographic reflection by an academic of color, is a call to consider the characteristics of mentoring that have moved faculty successfully through their institutional benchmarks.…

Perceptions of Life on the Tenure Track.

ERIC Educational Resources Information Center

Verrier, David A.

1994-01-01

The report of a study of 18 junior faculty in varying stages of tenure eligibility at a research university presents the experiences of two, a man and a woman, felt to be representative of faculty experiences and perceptions. Issues addressed include peer relationships, competition, publishing, performance feedback, social expectations, personal…

Experiences, attitudes and barriers towards research amongst junior faculty of Pakistani medical universities.

PubMed

Sabzwari, Saniya; Kauser, Samreen; Khuwaja, Ali Khan

2009-11-16

The developing world has had limited quality research and in Pakistan, research is still in its infancy. We conducted a study to assess the proportion of junior faculty involved in research to highlight their attitude towards research, and identify the factors associated with their research involvement. A cross-sectional study was conducted in four medical universities/teaching hospitals in Pakistan, representing private and public sectors. A pre-tested, self-administered questionnaire was used to collect information from 176 junior faculty members of studied universities/hospitals. Logistic regression analysis was used to identify factors related to attitudes and barriers in research among those currently involved in research with those who were not. Overall, 41.5% of study subjects were currently involved in research. A highly significant factor associated with current research involvement was research training during the post-graduate period (p < 0.001). Other factors associated with current involvement in research were male gender, working in the public sector and previous involvement in research. Overall, a large majority (85.2%) of doctors considered research helpful in their profession and had a positive attitude towards research; nevertheless this positive attitude was more frequently reported by doctors who were currently involved in research compared to those who were not (OR = 4.69; 95% CI = 1.54-14.26). Similarly, a large proportion (83.5%) of doctors considered research difficult to conduct; higher by doctors who were not presently involved in research (OR = 2.74; 95% CI = 1.20-6.22) Less than half of the study participants were currently involved in research. Research output may improve if identified barriers are rectified. Further studies are recommended in this area.

College Governance: A Comparison of Faculty Evaluation in Public and Private Colleges with Implications for the Improvement of the Evaluation Process at Johnson and Wales College.

ERIC Educational Resources Information Center

Bukowski, Joseph E.

This study focuses on selected factors in the evaluation of faculty members in: (1) colleges accredited by the Association of Independent Colleges and Schools; (2) public junior and senior colleges; and (3) Rhode Island colleges. Results of the study indicate that faculty evaluation schemes must follow the basic goals and philosophy of the…

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

ERIC Educational Resources Information Center

Illinois Univ., Chicago. Chicago Circle Campus.

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

What Is Going on in Physical Education and Athletics in Junior and Community Colleges Today.

ERIC Educational Resources Information Center

Stier, William F., Jr.

A national investigation was conducted in 1983 which sought to determine the status of physical education faculty in two year institutions of higher education. A survey instrument was developed and mailed to 300 randomly selected two year colleges within the United States. The mailing generated a usable response of 174 questionnaires. This report…

Data Driven Change Is Easy; Assessing and Maintaining It Is the Hard Part

ERIC Educational Resources Information Center

Perelman, Les

2009-01-01

At MIT in the 1990's, data from two sources, a study of the writing ability of a small group of randomly selected MIT juniors correlated to their overall academic performance and a survey of alumni from various years provided the major motivation for the development by MIT faculty and administration of a very ambitious…

Publication Productivity and Experience: Factors Associated with Academic Rank Among Orthopaedic Surgery Faculty in the United States.

PubMed

Ence, Andrew K; Cope, Seth R; Holliday, Emma B; Somerson, Jeremy S

2016-05-18

Many factors play a role in academic promotion among orthopaedic surgeons. This study specifically examined the importance of publication productivity metrics, career duration, and sex on academic rank in orthopaedic surgery programs in the United States. Faculty at 142 civilian academic orthopaedic surgery departments in 2014 were identified. Geographic region, department size, and 3 specific faculty characteristics (sex, career duration, and academic position) were recorded. The Hirsch index (h-index), defined as the number (h) of an investigator's publications that have been cited at least h times, was recorded for each surgeon. The m-index was also calculated by dividing the h-index by career duration in years. Thresholds for the h-index and the m-index were identified between junior and senior academic ranks. Multivariate analysis was used to determine whether the 3 physician factors correlated independently with academic rank. The analysis included 4,663 orthopaedic surgeons at 142 academic institutions (24.7% clinical faculty and 75.3% academic faculty). Among academic faculty, the median h-index was 5, the median career duration was 15 years, and the median m-index was 0.37. Thresholds between junior and senior faculty status were 12 for the h-index and 0.51 for the m-index. Female academic faculty had a lower median h-index (3 compared with 5; p < 0.001) and career duration (10 years compared with 16 years; p < 0.001) than male academic faculty, but had a similar median m-index (0.33 compared with 0.38; p = 0.103). A higher h-index and longer career duration correlated independently with an increased probability of senior academic rank (p < 0.001), but sex did not (p = 0.217). This analysis demonstrates that a higher h-index and m-index correlate with a higher academic orthopaedic faculty rank. Although female surgeons had a lower median h-index and a shorter median career duration than male surgeons, their m-index was not significantly different, and thus sex was not an independent predictor for senior academic rank. The identified thresholds (h-index of 12 and m-index of 0.51) between junior and senior academic ranks may be considered as factors in promotion considerations. Copyright © 2016 by The Journal of Bone and Joint Surgery, Incorporated.

Writing and Computing across the USM Chemistry Curriculum

NASA Astrophysics Data System (ADS)

Gordon, Nancy R.; Newton, Thomas A.; Rhodes, Gale; Ricci, John S.; Stebbins, Richard G.; Tracy, Henry J.

2001-01-01

The faculty of the University of Southern Maine believes the ability to communicate effectively is one of the most important skills required of successful chemists. To help students achieve that goal, the faculty has developed a Writing and Computer Program consisting of writing and computer assignments of gradually increasing sophistication for all our laboratory courses. The assignments build in complexity until, at the junior level, students are writing full journal-quality laboratory reports. Computer assignments also increase in difficulty as students attack more complicated subjects. We have found the program easy to initiate and our part-time faculty concurs as well. The Writing and Computing across the Curriculum Program also serves to unite the entire chemistry curriculum. We believe the program is helping to reverse what the USM chemistry faculty and other educators have found to be a steady deterioration in the writing skills of many of today's students.

The Four-Day Operational Week Experience at Florida Junior College (FJC): Report of Evaluation Process Study.

ERIC Educational Resources Information Center

Stuckman, Jeffrey A.

An evaluation was conducted at Florida Junior College (FJC) of the four-day operational week implemented during May through August, 1981. Surveys were administered in May and July to day students, full-time teaching faculty, and full-time noninstructional staff to determine their level of satisfaction or dissatisfaction with the four-day week.…

100,000 and Under: Occupational Education in the Rural Community Junior College.

ERIC Educational Resources Information Center

Hall, George L.

Young people move from rural to urban areas for lack of educational and employment opportunity. Nonurban junior colleges, by correcting these lacks, may help to stem this migration--in spite of a shortabe of faculty, funds, and space. Among their unique problems are: (1) the region often depends on a single industry; (2) students must travel…

The Role Expectations of Eighteen California Community-Junior College Presidents Comparative to Three Associative Reference Groups.

ERIC Educational Resources Information Center

Stamm, Harlan Charles

It was hypothesized that there would be no significant difference in the role expectations of junior college presidents and the expectations of their role by their board presidents, by their administrative deans, by their faculty or senate presidents, or between or among the groups. Forty presidents filled out a Rating Scale for Administrative…

Faculty Work-Family Issues: Finding the Balance at a Liberal Arts College

NASA Astrophysics Data System (ADS)

Amador Kane, Suzanne

2008-03-01

The demands and expectations on science faculty at liberal arts colleges are in many ways distinct from those at research universities. While these differences can work in favor of easing work-family conflicts, there are also unique problems that faculty can confront in a setting of smaller departments and undergraduate-only institutions. I will discuss how these issues play out for junior and senior faculty, with an emphasis on how concrete policy changes can make the workplace a more family-friendly and supportive environment for all faculty, as well as making liberal arts colleges more attractive options for those seeking physics faculty jobs.

Perceptions of Value-Congruence with One's Department Chair: Does Match Matter?

ERIC Educational Resources Information Center

Virick, Meghna; Strage, Amy

2016-01-01

Although studies have examined numerous factors that predict junior faculty success, previous research has paid little attention to the role played by department chairs. Drawing on theory from person-environment fit theory and value congruence, we sought to examine the implication of a match versus mismatch between faculty members and their chairs…

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

ERIC Educational Resources Information Center

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,…

Who Will Fill Their Shoes?

ERIC Educational Resources Information Center

Nealy, Michelle J.

2008-01-01

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

Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

ERIC Educational Resources Information Center

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

2017-01-01

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that…

How Mentor Identity Evolves: Findings From a 10-Year Follow-Up Study of a National Professional Development Program.

PubMed

Balmer, Dorene F; Darden, Alix; Chandran, Latha; D'Alessandro, Donna; Gusic, Maryellen E

2018-02-20

Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in the implicit curriculum of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. Semi-structured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on patterns in incoming data, and created visual representations of relationships amongst codes in order to gain a holistic and shared understanding of the data. In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on a mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for professional identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring post-graduation mentoring opportunities.

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

PubMed

Grimes, Catherine Leimkuhler; White, Harold B

2015-01-01

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

Training Practices for Surface Warfare Junior Officers

DTIC Science & Technology

2011-12-01

Bowman Alice M . Crawford William D. Hatch December 2011 THIS PAGE INTENTIONALLY LEFT BLANK NAVAL POSTGRADUATE SCHOOL...Alice M . Crawford Assistant Dean for Faculty Development Graduate School of Business & Public Policy William D. Hatch Lecturer Graduate School...NUMBER DRTE9 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) William R. Bowman, Alice M . Crawford, and William D. Hatch 5d. PROJECT

Statistical Supplement to the Annual Status Report on Texas Community Junior Colleges and Technical Institutes, 1989. Fiscal Year 1989, September 1, 1988-August 31, 1989.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, Austin.

This statistical supplement contains information on student enrollments, faculty, semester credit hours, physical facilities, appropriations, and student loan and grant programs for Texas community junior colleges and technical institutes. The enrollment section provides a 5-year summary of headcount enrollments for 1984 to 1988 for all segments…

NCI R25T Award

Cancer.gov

Institutional award for predoctoral or postdoctoral candidates or mentored junior faculty who are pursuing careers in cancer prevention, control, behavioral, and population sciences or transdisciplinary sciences.

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

ERIC Educational Resources Information Center

Stewart, Derek B.

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

Is Your Campus a Great Place to Work?

ERIC Educational Resources Information Center

Trower, Cathy A.

2004-01-01

The primary goal of the Study of New Scholars is to make the academy a more equitable and appealing place for new faculty so that academic institutions can continue to attract the best and brightest scholars and teachers in all disciplines. The underlying idea of the study is to provide institutions and prospective junior faculty members with…

A Season of Sadness--"Responding to Tragedy in School"

ERIC Educational Resources Information Center

Havlland, Joseph E.

2008-01-01

In January, four juniors died in an automobile accident; in February a member of the previous year's graduating class committed suicide; in March a member of the faculty died suddenly; and a crazed gunman killed three current and one former student. Spring 1999 was a season of sadness. Several Penncrest faculty meetings were devoted to reviewing…

Faculty Salary Schedules in Community-Junior Colleges, 1969-70.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Research Div.

This report reviews and analyzes the 1969-1970 salary schedules of 52 private and 460 public 2-year colleges throughout the United States. These schedules are based on levels of academic preparation completed, faculty rank, or both (about two-thirds of the reviewed public and one-half the reviewed private institutions base their schedules on level…

A Matrix Mentoring Model That Effectively Supports Clinical and Translational Scientists and Increases Inclusion in Biomedical Research: Lessons From the University of Utah.

PubMed

Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B

2016-04-01

Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce.

Writing a successful NIH Mentored Career Development Grant (K award): hints for the junior faculty surgeon.

PubMed

Brock, Malcolm V; Bouvet, Michael

2010-06-01

Surgery is a labor-intensive, time-consuming profession. Young faculty members in surgery are saddled with many clinical time constraints that often allow precious few moments for academic pursuits. Consequently, K award submissions from surgeons trail nonsurgeons. The National Institutes of Health (NIH), however, is actively trying to encourage participation of surgeons in basic science research, translational research, clinical outcomes research, and even in prevention/control research. But, at the same time, the NIH has newly implemented a policy that has made the grant review process more restrictive by only allowing 2 submissions of any grant application. It is imperative, therefore, for junior faculty surgeons to learn "grantsmanship" and have the ability to construct succinct, competitive K award grants. Although most of this information is public knowledge and made available by the NIH itself, many of the practical points presented here are tailored to the special needs of clinically active surgical researchers. Often, these "hints" are buried on expansive websites that require considerable time to read and navigate. The authors have a long combined experience on a study section dedicated to adjudicating K awards. The goal of this review is to present concise, useful information about common errors, research plan dos and don'ts, template examples of superior mentored letters, and many other suggestions that may assist any first-time candidate for these awards.

'The Diamond': a structure for simulation debrief.

PubMed

Jaye, Peter; Thomas, Libby; Reedy, Gabriel

2015-06-01

Despite debriefing being found to be the most important element in providing effective learning in simulation-based medical education reviews, there are only a few examples in the literature to help guide a debriefer. The diamond debriefing method is based on the technique of description, analysis and application, along with aspects of the advocacy-inquiry approach and of debriefing with good judgement. It is specifically designed to allow an exploration of the non-technical aspects of a simulated scenario. The debrief diamond, a structured visual reminder of the debrief process, was developed through teaching simulation debriefing to hundreds of faculty members over several years. The diamond shape visually represents the idealised process of a debrief: opening out a facilitated discussion about the scenario, before bringing the learning back into sharp focus with specific learning points. Debriefing is the most important element in providing effective learning in simulation-based medical education reviews The Diamond is a two-sided prompt sheet: the first contains the scaffolding, with a series of specifically constructed questions for each phase of the debrief; the second lays out the theory behind the questions and the process. The Diamond encourages a standardised approach to high-quality debriefing on non-technical skills. Feedback from learners and from debriefing faculty members has indicated that the Diamond is useful and valuable as a debriefing tool, benefiting both participants and faculty members. It can be used by junior and senior faculty members debriefing in pairs, allowing the junior faculty member to conduct the description phase, while the more experienced faculty member leads the later and more challenging phases. The Diamond gives an easy but pedagogically sound structure to follow and specific prompts to use in the moment. © 2015 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

A networking approach to reduce academic and social isolation for junior doctors working in rural hospitals in India.

PubMed

Vyas, R; Zachariah, A; Swamidasan, I; Doris, P; Harris, I

2012-07-01

Graduates from Christian Medical College (CMC) Vellore face many challenges while doing their service obligation in smaller hospitals, including academic and social isolation. To overcome these challenges, CMC aspired through its Fellowship in Secondary Hospital Medicine (FSHM), a 1-year blended on-site and distance-learning program, to provide academic and social support through networking for junior doctors working in rural areas. The purpose of this paper is to report the evaluation of the networking components of the FSHM program, with a focus on whether it succeeded in providing academic and social support for these junior doctors. A mixed method evaluation was done using written surveys for students and faculty and telephone interviews for students. Evidence for validity was gathered for the written survey. Criteria for validity were also applied for the qualitative data analysis. The major strengths of networking with faculty and peers identified were that it provided social support,, academic support through discussion about patient management problems and a variety of cases seen in the hospital, guidance on projects and reminders about deadlines. Recommendations for improvement included use of videoconferencing and Yahoo Groups. It is useful to incorporate networking into distance-learning educational programs for providing support to junior doctors working in rural hospitals.

Surgical resident technical skill self-evaluation: increased precision with training progression.

PubMed

Quick, Jacob A; Kudav, Vishal; Doty, Jennifer; Crane, Megan; Bukoski, Alex D; Bennett, Bethany J; Barnes, Stephen L

2017-10-01

Surgical resident ability to accurately evaluate one's own skill level is an important part of educational growth. We aimed to determine if differences exist between self and observer technical skill evaluation of surgical residents performing a single procedure. We prospectively enrolled 14 categorical general surgery residents (six post-graduate year [PGY] 1-2, three PGY 3, and five PGY 4-5). Over a 6-month period, following each laparoscopic cholecystectomy, residents and seven faculty each completed the Objective Structured Assessment of Technical Skills (OSATS). Spearman's coefficient was calculated for three groups: senior (PGY 4-5), PGY3, and junior (PGY 1-2). Rho (ρ) values greater than 0.8 were considered well correlated. Of the 125 paired assessments (resident-faculty each evaluating the same case), 58 were completed for senior residents, 54 for PGY3 residents, and 13 for junior residents. Using the mean from all OSATS categories, trainee self-evaluations correlated well to faculty (senior ρ 0.97, PGY3 ρ 0.9, junior ρ 0.9). When specific OSATS categories were analyzed, junior residents exhibited poor correlation in categories of respect for tissue (ρ -0.5), instrument handling (ρ 0.71), operative flow (ρ 0.41), use of assistants (ρ 0.05), procedural knowledge (ρ 0.32), and overall comfort with the procedure (ρ 0.73). PGY3 residents lacked correlation in two OSATS categories, operative flow (ρ 0.7) and procedural knowledge (ρ 0.2). Senior resident self-evaluations exhibited strong correlations to observers in all areas. Surgical residents improve technical skill self-awareness with progressive training. Less-experienced trainees have a tendency to over-or-underestimate technical skill. Copyright © 2017 Elsevier Inc. All rights reserved.

Best practices and pearls in interdisciplinary mentoring from Building Interdisciplinary Research Careers in Women's Health Directors.

PubMed

Guise, Jeanne-Marie; Nagel, Joan D; Regensteiner, Judith G

2012-11-01

Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach.

Best Practices and Pearls in Interdisciplinary Mentoring from Building Interdisciplinary Research Careers in Women's Health Directors

PubMed Central

Nagel, Joan D.; Regensteiner, Judith G.

2012-01-01

Abstract Background Increasingly, national programs and leaders are looking at interdisciplinary collaborations as essential to future research. Twelve years ago, the National Institutes of Health (NIH) Office of Research on Women's Health (ORWH) developed and implemented the Building Interdisciplinary Research Careers in Women's Health (BIRCWH) K12 program to focus on interdisciplinary mentored career development for junior faculty in women's health research. Methods We applied a mixed-methods approach using an electronic survey and in-person presentations and discussions to understand best practices and lessons learned for interdisciplinary mentoring across BIRCWH K12 program leaders. Results and Conclusions We received responses from all 29 active BIRCWH programs. Factors associated with success included ensuring sufficient protected time for regular (weekly or biweekly) mentoring; mentors promoting the research independence of the Scholar; a team mentoring approach, including career as well as content mentors; and explicit and clear expectations outlined between the Scholar and mentor. The majority of programs conduct formal evaluations of mentorship, and 79% of programs offer training in mentorship for either Scholars, mentors, or both. This article presents program leaders' best practices, challenges, and lessons learned from mentoring junior faculty who are conducting women's health research, whether basic, clinical, behavioral, translational, or health services research, using an interdisciplinary mentoring approach. PMID:22994986

Mentoring for junior medical faculty: Existing models and suggestions for low-resource settings.

PubMed

Menon, Vikas; Muraleedharan, Aparna; Bhat, Ballambhattu Vishnu

2016-02-01

Globally, there is increasing recognition about the positive benefits and impact of mentoring on faculty retention rates, career satisfaction and scholarly output. However, emphasis on research and practice of mentoring is comparatively meagre in low and middle income countries. In this commentary, we critically examine two existing models of mentorship for medical faculty and offer few suggestions for an integrated hybrid model that can be adapted for use in low resource settings. Copyright © 2016 Elsevier B.V. All rights reserved.

Faculty-Administration Conflict in California Public Junior Colleges: An Analysis and a Proposal for Resolution.

ERIC Educational Resources Information Center

Niland, William Patrick

This study identifies areas of administration-faculty conflict and offers a strategy for resolution. Information was collected by mail and interview. From the findings, inferences were drawn relating to the causes of conflict, as shown by the differences in perception of the administrator and teacher, in attitudes to the open-door policy, and in…

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

ERIC Educational Resources Information Center

National Academies Press, 2006

2006-01-01

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

How to become a better clinical teacher: a collaborative peer observation process.

PubMed

Finn, Kathleen; Chiappa, Victor; Puig, Alberto; Hunt, Daniel P

2011-01-01

Peer observation of teaching (PoT) is most commonly done as a way of evaluating educators in lecture or small group teaching. Teaching in the clinical environment is a complex and hectic endeavor that requires nimble and innovative teaching on a daily basis. Most junior faculty start their careers with little formal training in education and with limited opportunity to be observed or to observe more experienced faculty. Formal PoT would potentially ameliorate these challenges. This article describes a collaborative peer observation process that a group of 11 clinician educators is using as a longitudinal faculty development program. The process described in this article provides detailed and specific teaching feedback for the observed teaching attending while prompting the observing faculty to reflect on their own teaching style and to borrow effective teaching techniques from the observation. This article provides detailed examples from written feedback obtained during collaborative peer observation to emphasize the richness of this combined experience.

Students helping students: vertical peer mentoring to enhance the medical school experience.

PubMed

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

Mentoring junior URM scientists to engage in sleep health disparities research: experience of the NYU PRIDE Institute.

PubMed

Jean-Louis, Girardin; Ayappa, Indu; Rapoport, David; Zizi, Ferdinand; Airhihenbuwa, Collins; Okuyemi, Kola; Ogedegbe, Gbenga

2016-02-01

The aim of this study was to evaluate the National Institute of Health (NIH)-funded PRIDE Institute in Behavioral Medicine and Sleep Disorders Research at New York University (NYU) Langone Medical Center. The NYU PRIDE Institute provides intensive didactic and mentored research training to junior underrepresented minority (URM) faculty. The Kirkpatrick model, a mixed-methods program evaluation tool, was used to gather data on participant's satisfaction and program outcomes. Quantitative evaluation data were obtained from all 29 mentees using the PRIDE REDcap-based evaluation tool. In addition, in-depth interviews and focus groups were conducted with 17 mentees to learn about their experiences at the institute and their professional development activities. Quantitative data were examined, and emerging themes from in-depth interviews and focus groups were studied for patterns of connection and grouped into broader categories based on grounded theory. Overall, mentees rated all programmatic and mentoring aspects of the NYU PRIDE Institute very highly (80-100%). They identified the following areas as critical to their development: research and professional skills, mentorship, structured support and accountability, peer support, and continuous career development beyond the summer institute. Indicators of academic self-efficacy showed substantial improvement over time. Areas for improvement included tailoring programmatic activities to individual needs, greater assistance with publications, and identifying local mentors when K awards are sought. In order to promote career development, numerous factors that uniquely influence URM investigators' ability to succeed should be addressed. The NYU PRIDE Institute, which provides exposure to a well-resourced academic environment, leadership, didactic skills building, and intensive individualized mentorship proved successful in enabling URM mentees to excel in the academic environment. Overall, the institute accomplished its goals: to build an infrastructure enabling junior URM faculty to network with one another as well as with senior investigators, serving as a role model, in a supportive academic environment. Published by Elsevier B.V.

Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

PubMed Central

Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

2010-01-01

Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001). Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05) and with higher academic self-efficacy scores, 6.07 (sd = 1.36) compared with those without a mentor, 5.33 (sd = 1.35, p<0.001). Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

Gender Differences in the Authorship of Original Research in Pediatric Journals, 2001-2016.

PubMed

Fishman, Michael; Williams, Wadsworth A; Goodman, Denise M; Ross, Lainie Friedman

2017-12-01

To examine the gender of authors of original research in 3 high-impact pediatric journals between 2001 and 2016, given the importance of publishing on academic promotion, and to compare authorship gender with the percentage of women on editorial boards and with academic faculty composition. We assessed the prevalence of female first and senior (last-listed) authorship of original research articles published in 3 pediatric-focused journals Pediatrics, JAMA Pediatrics (entitled Archives of Pediatric and Adolescent Medicine until 2013), and The Journal of Pediatrics. We also examined the gender breakdown of the main editors and the broader editorial boards of these journals. In addition, we examined whether junior female faculty co-authored with male or female senior faculty. Of 3895 original articles, 22 were excluded because the gender of either the first or senior author could not be determined from the name. An analysis of authorship by year showed increasing female representation across the selected journals in both first (39.8% in 2001, 57.7% in 2016) and senior (28.6% in 2001, 38.1% in 2016) authors, respectively. Editorial boards also showed increasing female representation (17.8% in 2001 to 39.8% in 2016). Junior female faculty were more likely to co-author with senior female women (female first and last author); the gap remained unchanged despite the increasing number of women entering pediatrics. Women are underrepresented as authors and editors, although the gap is closing. Junior women are less likely to co-author with senior men, which may be a disservice given current gender disparities in promotion and leadership. Copyright © 2017 Elsevier Inc. All rights reserved.

Use of a formal assessment instrument for evaluation of resident operative skills in pediatric neurosurgery.

PubMed

Hadley, Caroline; Lam, Sandi K; Briceño, Valentina; Luerssen, Thomas G; Jea, Andrew

2015-08-28

OBJECT Currently there is no standardized tool for assessment of neurosurgical resident performance in the operating room. In light of enhanced requirements issued by the Accreditation Council for Graduate Medical Education's Milestone Project and the Matrix Curriculum Project from the Society of Neurological Surgeons, the implementation of such a tool seems essential for objective evaluation of resident competence. Beyond compliance with governing body guidelines, objective assessment tools may be useful to direct early intervention for trainees performing below the level of their peers so that they may be given more hands-on teaching, while strong residents can be encouraged by faculty members to progress to conducting operations more independently with passive supervision. The aims of this study were to implement a validated assessment tool for evaluation of operative skills in pediatric neurosurgery and determine its feasibility and reliability. METHODS All neurosurgery residents completing their pediatric rotation over a 6-month period from January 1, 2014, to June 30, 2014, at the authors' institution were enrolled in this study. For each procedure, residents were evaluated by means of a form, with one copy being completed by the resident and a separate copy being completed by the attending surgeon. The evaluation form was based on the validated Objective Structured Assessment of Technical Skills for Surgery (OSATS) and used a 5-point Likert-type scale with 7 categories: respect for tissue; time and motion; instrument handling; knowledge of instruments; flow of operation; use of assistants; and knowledge of specific procedure. Data were then stratified by faculty versus resident (self-) assessment; postgraduate year level; and difficulty of procedure. Descriptive statistics (means and SDs) were calculated, and the results were compared using the Wilcoxon signed-rank test and Student t-test. A p value < 0.05 was considered statistically significant. RESULTS Six faculty members, 1 fellow, and 8 residents completed evaluations for 299 procedures, including 32 ventriculoperitoneal (VP) shunt revisions, 23 VP shunt placements, 19 endoscopic third ventriculostomies, and 18 craniotomies for tumor resection. There was no significant difference between faculty and resident self-assessment scores overall or in any of the 7 domains scores for each of the involved residents. On self-assessment, senior residents scored themselves significantly higher (p < 0.02) than junior residents overall and in all domains except for "time and motion." Faculty members scored senior residents significantly higher than junior residents only for the "knowledge of instruments" domain (p = 0.05). When procedure difficulty was considered, senior residents' scores from faculty members were significantly higher (p = 0.04) than the scores given to junior residents for expert procedures only. Senior residents' self-evaluation scores were significantly higher than those of junior residents for both expert (p = 0.03) and novice (p = 0.006) procedures. CONCLUSIONS OSATS is a feasible and reliable assessment tool for the comprehensive evaluation of neurosurgery resident performance in the operating room. The authors plan to use this tool to assess resident operative skill development and to improve direct resident feedback.

Career Development Awards in Emergency Medicine: Resources and Challenges.

PubMed

Mumma, Bryn E; Chang, Anna Marie; Kea, Bory; Ranney, Megan L

2017-07-01

In the United States, emergency medicine (EM) researchers hold proportionately fewer federal career development awards than researchers in other specialties. Others hypothesize that this deficit may partly be attributed to lack of mentors, departmental resources, and qualified applicants. Our objectives were to examine the association between departmental and institutional resources and career development awards and to describe the barriers to conducting research and btaining grants in EM. We conducted an online, cross-sectional survey study of vice chairs for research and research directors at academic emergency departments in the United States in January and February 2016. Participants provided quantitative information regarding their department's demographics, available research resources, number of funded independent investigators, and number of career development awards. They were also asked about the perceived adequacy of departmental and institutional resources and perceived barriers to research and grant success. Data were analyzed using descriptive statistics and multivariable linear regression, as appropriate. Of 178 eligible participants, 103 (58%) completed the survey. Most departments reported some infrastructure for research and grant submission, including research coordinator(s) (n = 75/99; 76%, 95% confidence interval [CI] = 66%-84%), research associates (69/99; 70%, 95% CI = 60%-79%), and administrative/secretarial research support (79/101; 78%, 95% CI = 69%-86%). The majority of departments (56/103; 49%, 95% CI = 44%-64%) had no R01-funded researchers, and only 15 (15%, 95% CI = 8%-23%) had three or more R01-funded researchers. The most frequently reported challenge to junior faculty applying for grants was low motivation for applying (62/103; 60%, 95% CI = 50%-70%), followed closely by insufficient mentorship (50/103; 49%, 95% CI = 39%-59%) and discouragement from low funding rates (50/103; 49%, 95% CI = 39%-59%). In the multivariable model, only the number of departmental R-level-funded researchers was associated with the number of departmental career development awards (coefficient = 0.75, 95% CI = 0.39-1.11; R 2  = 0.57). While more multiple departmental and institutional resources correlated with a greater number of funded career development awards, the single greatest predictor was the number of R-level-funded researchers in the department. Low motivation and insufficient mentorship were the most frequently reported barriers to junior faculty applying for career development awards. Further studies are needed to describe junior faculty perspectives on these issues and to explore strategies for overcoming these barriers. © 2017 by the Society for Academic Emergency Medicine.

THE DIMENSIONS OF THE DEAN'S TASKS, PROCEEDINGS OF THE CONFERENCE FOR NEWLY APPOINTED JUNIOR COLLEGE DEANS (1ST, APPALACHIAN STATE COLLEGE, BOONE, NORTH CAROLINA, AUGUST 6-10, 1962).

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee.

THIS 1962 CONFERENCE COVERED FIVE OF A DEAN'S MANY FUNCTIONS--(1) IN COOPERATION WITH THE FACULTY, HE MUST DETERMINE APPROPRIATE COURSES, ESTABLISH THEM, DEVELOP AND EVALUATE THEM, AND CHANGE THEM WHEN NECESSARY. (2) IN HIS DECISION-MAKING, HE MUST BALANCE CONFORMITY AND ANARCHY AND NOTE THE MODERN EMPHASIS ON MAN'S RESPONSIBILITY FOR HIS OWN…

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

ERIC Educational Resources Information Center

Michigan Univ., Ann Arbor. School of Education.

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

Air Force Institute of Technology Research Report 2008

DTIC Science & Technology

2009-05-01

Chapter) Instructor of the Year, March 2008. PETERSON , GILBERT L. Air Force Junior Scientist of the Year, September 2008. RAINES, RICHARD A...DIRECTORATE RODRIGUEZ, BENJAMIN M., II, JPEG Steganography Embedding Methods. AFIT/DEE/ENG/08-20. Faculty Advisor: Dr. Gilbert L. Peterson . Sponsor...Faculty Advisor: Dr. Gilbert L. Peterson . Sponsor: AFRL/RY. GIRARD, JASON A., Material Perturbations to Enhance Performance of the Theile Half-Width

A Leadership Intervention to Further the Training of Female Faculty (LIFT-OFF) in Radiology.

PubMed

Spalluto, Lucy B; Spottswood, Stephanie E; Deitte, Lori A; Chern, Alexander; Dewey, Charlene M

2017-06-01

Women are under-represented in the field of radiology, occupy a minority of leadership positions, and, at our institution, have not achieved the same level of academic success as their male counterparts. Consequently, the authors designed, implemented, and evaluated the Leadership Intervention to Further the Training of Female Faculty (LIFT-OFF) program to (1) improve access to opportunities for women's faculty development and advancement, and (2) improve clarification of expectations about the role and path of advancement. LIFT-OFF was developed based on the results of a needs assessment survey. The results generated 14 priority topics, which served as the basis for educational modules conducted by expert speakers. Module effectiveness was assessed with pre- and postsurveys to elicit participant knowledge about the targeted subject matter. A formative program evaluation was performed at the completion of year 1 of 2 to assess outcomes and impacts to date. Seventeen of 55 (31%) educational module post-survey questions demonstrated a statistically significant (P < 0.05) increase in "yes" responses, indicating an improved understanding of targeted information. At year 1, 75% of the participants indicated that the program improved access to faculty development opportunities and 62% reported improved access to career advancement opportunities. Satisfaction with pace of professional advancement increased from 25% to 46% for junior women faculty (P = 0.046). Faculty development programs such as LIFT-OFF can provide career development opportunities and executive skills necessary for women to achieve academic career success and assume leadership positions. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Continuation and Enhancement of the MPOWIR Program

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

Lozier, Susan

MPOWIR is a community-based program that provides mentoring to physical oceanographers from late graduate school through early careers. The overall goal of MPOWIR is to make mentoring opportunities for junior physical oceanographers universally available and of higher quality by expanding the reach of mentoring opportunities beyond individual home institutions. The aim is to reduce the barriers to career development for all junior scientists in the field, with a particular focus on improving the retention of junior women. Over the past five years MPOWIR has expanded significantly. This funding cycle saw the development and enhancement of MPOWIR’s programs and outreach opportunities.more » MPOWIR’s main programmatic offerings are: mentor groups, a biannual conference, a website and blog, and town hall meetings at national events. Since 2009, MPOWIR has hosted 15 mentor groups, three Pattullo conferences, and created a website that has attracted over 50,000 visitors. MPOWIR’s mentoring groups and Pattullo conferences have reached more than 130 unique participants. Mentor Groups Mentor groups were established in the fall of 2008, and continue to gain momentum after 5 years. Since 2009, 11 groups have formed, with participants mainly, but not exclusively, drawn from Pattullo attendees. To gauge the impact of mentor groups, participants are surveyed approximately annually. Based on an extensive 2011 survey, 100% of mentoring group participants reported that they made progress on their stated scientific, professional, and personal goals. As part of these surveys, participants are asked what they value about their mentoring group, what the benefit of the mentoring group is to their current position, and they are asked questions about the logistics and setup of the groups. Based on the survey conducted in 2012, all participants rated participation in these groups a valuable experience, with particular value placed on feedback on professional development (100% Excellent to Good) and feedback on personal matters (92% Excellent to Good). Pattullo Conferences The centerpiece of the MPOWIR program is the Pattullo Conference, named for June Pattullo, the first woman to receive a Ph.D. in physical oceanography. At each event, the agenda includes research talks, professional development sessions, small group activities, and a question-and-answer session about early-career and retention issues posed by junior scientists to senior researchers. Pattullo Conference participants are surveyed after each conference about their experience. This survey asks participants to rate their opinion on specific topics and invites comments. Combining results from three conferences, 99% of junior participants would recommend the conference to another junior scientist. Of the junior participants, 92% rated the conference as “extremely valuable” overall, with a particular value placed on networking and professional development opportunities. Overall Impact To gain a better perspective on the success of MPOWIR to date, early participants were surveyed in 2013 about their current position, and the impact of MPOWIR on their career path. Individuals were asked to rank the extent to which MPOWIR had impacted various aspects of their professional growth. These aspects included efforts to obtain their current position; exposure to professional development skills; broadening of their professional network; mentoring on work and family balance; performance in current position; and raising awareness of mentoring in career development. Participants overwhelming indicated that MPOWIR had positively impacted all of these aspects. In particular, 95% of respondents expressed that MPOWIR exposed them to useful professional development skills “to a great extent” and 89% consider MPOWIR to have positively impacted their professional network “to a great extent”. Of those surveyed, the majority of participants were 2 years from their Ph.D. at the time of initial involvement. Their current job positions are well distributed over all post-Ph.D. categories: the greatest percentages of positions held are at research institutions (non-academic) or government agencies (29.3%), followed closely by non-faculty research positions at universities (27.6%) and faculty at research universities (22.4%). The remaining positions held (4-year college faculty, profit or not-for-profit company, policy, and graduate students) collectively total 19%. These initial indications point toward mentoring, as offered by MPOWIR, as an effective means for improving retention of women in physical oceanography.« less

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

PubMed

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

2015-06-01

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

Increasing Nursing Faculty Research: The Iowa Gerontological Nursing Research and Regional Research Consortium Strategies

PubMed Central

Maas, Meridean L.; Conn, Vicki; Buckwalter, Kathleen C.; Herr, Keela; Tripp-Reimer, Toni

2012-01-01

Purpose Research development and regional consortium strategies are described to assist schools in all countries extend their gerontological nursing research productivity. The strategies, collaboration and mentoring experiences, and outcomes are also shared to illustrate a highly successful approach in increasing faculty programs of nursing research in a focused area of inquiry. Design A case description of gerontological nursing research development and regional consortium strategies in schools of nursing is used. The regional consortium included 17 schools of nursing that are working to increase faculty programs of gerontological nursing research. Survey responses describing publications, presentations, and research funding awards from 65 of 114 total faculty participants in consortium opportunities (pilot and mentoring grant participants, participants in summer scholars’ grantsmanship seminars) were collected annually from 1995 through 2008 to describe outcomes. Findings From 1994 through 2008, faculty participants from the consortium schools who responded to the annual surveys reported a total of 597 gerontological nursing publications, 527 presentations at research conferences, funding of 221 small and internal grants, and 130 external grant awards, including 47R-series grants and 4 K awards. Conclusions There is an urgent need for more nurse faculty with programs of research to inform the health care of persons and support the preparation of nurse clinicians and faculty. The shortage of nurse scientists with active programs of gerontological research is especially serious and limits the number of faculty who are needed to prepare future gerontological nurses, particularly those with doctoral degrees who will assume faculty positions. Further, junior faculty with a gerontological nursing research foci often lack the colleagues, mentors, and environments needed to develop successful research careers. The outcomes of the development and regional consortium strategies suggest that the principles of extending collaboration, mentoring, and resource sharing are useful to augment faculty research opportunities, networking and support, and to increase productivity in individual schools. Clinical Relevance Clinical relevance includes: (a) implications for preparing nurse scientists and academicians who are and will be needed to train nurses for clinical practice, and (b) development of more faculty programs of research to provide systematic evidence to inform nursing practice. PMID:19941587

Estimation of citation-based scholarly activity among radiation oncology faculty at domestic residency-training institutions: 1996-2007.

PubMed

Choi, Mehee; Fuller, Clifton D; Thomas, Charles R

2009-05-01

Advancement in academic radiation oncology is largely contingent on research productivity and the perceived external influence of an individual's scholarly work. The purpose of this study was to use the Hirsch index (h-index) to estimate the research productivity of current radiation oncology faculty at U.S. academic institutions between 1996 and 2007. We performed bibliometric citation database searches for available radiation oncology faculty at domestic residency-training institutions (n = 826). The outcomes analyzed included the total number of manuscripts, total number of citations, and the h-index between 1996 and 2007. Analysis of overall h-index rankings with stratification by academic ranking, junior vs. senior faculty status, and gender was performed. Of the 826 radiation oncologists, the mean h-index was 8.5. Of the individuals in the top 10% by the h-index, 34% were chairpersons, 88% were senior faculty, and 13% were women. A greater h-index was associated with a higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h-index threshold of 15 (p <0.0001) as an identified breakpoint between the senior and junior faculty. Overall, women had lower h-indexes compared with men (mean, 6.4 vs. 9.4); however, when stratified by academic ranking, the gender differential all but disappeared. Using the h-index as a partial surrogate for research productivity, it appears that radiation oncologists in academia today comprise a prolific group, however, with a highly skewed distribution. According to the present analysis, the h-index correlated with academic ranking. Thus, it potentially has utility in the process of promotion decisions. Overall, women in radiation oncology were less academically productive than men; the possible reasons for the gender differential are discussed.

NOTES FOR COMMUNITY COLLEGE TRUSTEES, I, II--REPORTS OF ANNUAL CONFERENCES CONDUCTED FOR COMMUNITY COLLEGE TRUSTEES AND PRESIDENTS BY THE MIDWEST COMMUNITY COLLEGE LEADERSHIP PROGRAM (1ST, 2D, 3D, ANN ARBOR, MICHIGAN).

ERIC Educational Resources Information Center

BANFIELD, RALPH W.; HALL, GEORGE L.

PAPERS PRESENTED AT THREE CONFERENCES FOR COMMUNITY COLLEGE TRUSTEES AND PRESIDENTS INCLUDED (1) A CONSIDERATION OF THE ROLES OF THE LIBERAL ARTS COLLEGE, THE UNIVERSITY, AND THE COMMUNITY COLLEGE, (2) FACULTY RELATIONS WITH ADMINISTRATION AND STAFF, (3) A CASE STUDY OF THE DEVELOPMENT OF THE ST. LOUIS JUNIOR COLLEGE DISTRICT, (4) FEDERAL…

Speaking Out on Gender: Reflections on Women's Advancement in the STEM Disciplines

NASA Astrophysics Data System (ADS)

Wachs, Faye Linda; Nemiro, Jill

Faculty at Cal Poly Pomona initiated a campus-wide study to assess the experiences of women in the STEM (Science, Technology, Engineering, and Math) disciplines and to explore what factors were perceived as critical to advancement by successful women on campus. Focus groups with female faculty and administrators at various stages in their career were conducted to address questions of retention, tenure, promotion, and overall job satisfaction. Workload, work-family conflict, and climate emerge as key factors in faculty satisfaction and attributions of success. Ironically, the type of mentoring relationships and professional development cited as key by senior women were rendered improbable for junior female faculty by increasing workloads and work-family conflict. Gender schemas (Valian, 2004) continue to play a role in the increase in workloads and the type of work women are more likely to be asked to do. Women in departments that recognized and accommodated faculty needs, and included faculty in the decision making process, reported much higher levels of satisfaction and productivity than those in inflexible departments. Understanding these issues is critical to overcoming the effects of discrimination such as the continuing shortage of female faculty, especially at the top ranks. Addressing how gender schemas shape the type of work women do within departments and the relative valuation of that work in the RTP (retention, tenure, promotion) process is critical to creating an institutional climate in which female faculty can succeed.

Rationale and Design of the Women and Inclusion in Academic Medicine Study.

PubMed

Hill, Emorcia V; Wake, Michael; Carapinha, René; Normand, Sharon-Lise; Wolf, Robert E; Norris, Keith; Reede, Joan Y

2016-04-21

Women of color (WOC) (African American, Hispanic, Native American/Alaskan Native, and Asian American) faculty remain disproportionately underrepresented among medical school faculty and especially at senior ranks compared with White female faculty. The barriers or facilitators to the career advancement of WOC are poorly understood. The Women and Inclusion in Academic Medicine (WIAM) study was developed to characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence, and advancement of women faculty in academic medical careers with a focus on WOC. Using a purposive sample of 13 academic medical institutions, we collected qualitative interview data from 21 WOC junior faculty and quantitative data from 3,127 (38.9% of 8,053 eligible women) respondents via an online survey. To gather institutional data, we used an online survey and conducted 23 key administrative informant interviews from the 13 institutions. Grounded theory methodology will be used to analyze qualitative data. Multivariable analysis including hierarchical linear modeling will be used to investigate outcomes, such as the inclusiveness of organizational gender climate and women faculty's intent to stay. We describe the design, methods, rationale and limitations of one of the largest and most comprehensive studies of women faculty in academic medicine with a focus on WOC. This study will enhance our understanding of challenges that face women, and, especially WOC, faculty in academic medicine and will provide solutions at both the individual and institutional levels.

Getting Funded

PubMed Central

Gill, Thomas M; McDermott, Mary M; Ibrahim, Said A; Petersen, Laura A; Doebbeling, Bradley N

2004-01-01

For aspiring clinical investigators, career development awards provide a primary mechanism for “getting funded.” The objective of this article is to provide information that will facilitate a successful application for a research career development award. Specifically, we discuss important issues that cut across the diverse array of awards, and we highlight the most common sources of funding, including the unique opportunities that are available for underrepresented minorities. The target audience includes junior faculty and fellows who are pursuing or considering a research career in academic medicine, as well as their mentors and program directors. PMID:15109347

75 FR 63242 - Bureau of Educational and Cultural Affairs (ECA) Request for Grant Proposals: Junior Faculty...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-14

... the early stages of their careers from Albania, Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia... sciences from Albania, Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Kazakhstan, Kosovo...

Teachers under Cover: Promoting the Personal Reading of Teachers.

ERIC Educational Resources Information Center

Cardarelli, Aldo F.

1992-01-01

Describes a program in which groups of middle school and junior high teachers read and discuss popular, best-selling literature, for the purposes of promoting their personal reading and enhancing school faculty camaraderie. (PRA)

An Intergroup Perspective on Group Dynamics.

DTIC Science & Technology

1983-10-01

students and faculty. Abstract generalizations and concrete applications about the material become part of the cognitive formations that student and faculty...grade mathematics class in a Japanese Junior high school . A 13-year-old girl is called upon and is unable to answer a question. The Times reporter...then fell silent. Finally the teacher allowed her to sit down. In an American school , the student would probably have been placed in a slower class

Authorship Concerns and Who Truly Owns a Research Idea?

PubMed Central

Tran, Duc Q.; Kemper, Alex R.; Geme, Joseph W. St.; Lantos, John D.

2015-01-01

Researchers often face dilemmas about authorship. When the researchers are graduate students, fellows, or junior faculty, the dilemmas might involve discussions about fair criteria for more senior faculty to be acknowledged as key contributors or authors on manuscripts. This “Ethics Rounds” presents a case in which a fellow faced such a dilemma. We review current journal guidelines for authorship and some ethical considerations that should help make this process more streamlined. PMID:26459651

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

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

NASA Astrophysics Data System (ADS)

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

2004-12-01

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

The physics of an academic career.

PubMed

Lindsey, Merry L; de Castro Brás, Lisandra E

2017-12-01

We adopted well-known physics equations to illustrate concepts for developing a successful academic career plan. Formulas for distance, force, momentum, and power are used to explain how to define goals and set a pace that maximizes success potential. Formulas for synergy, balance, and stress are used to highlight common obstacles encountered by both junior (untenured and early career) and established faculty and provide ways to circumvent or limit damage from setbacks. Combined, these formulas provide tips for thriving in an academic environment.

Grant Success for Early-Career Faculty in Patient-Oriented Research: Difference-in-Differences Evaluation of an Interdisciplinary Mentored Research Training Program.

PubMed

Libby, Anne M; Hosokawa, Patrick W; Fairclough, Diane L; Prochazka, Allan V; Jones, Pamela J; Ginde, Adit A

2016-12-01

Since 2004, the Clinical Faculty Scholars Program (CFSP) at the University of Colorado Anschutz Medical Campus has provided intensive interdisciplinary mentoring and structured training for early-career clinical faculty from multiple disciplines conducting patient-oriented clinical and outcomes research. This study evaluated the two-year program's effects by comparing grant outcomes for CFSP participants and a matched comparison cohort of other junior faculty. Using 2000-2011 institutional grant and employment data, a cohort of 25 scholars was matched to a cohort of 125 comparison faculty (using time in rank and pre-period grant dollars awarded). A quasi-experimental difference-in-differences design was used to identify the CFSP effect on grant outcomes. Grant outcomes were measured by counts and dollars of grant proposals and awards as principal investigator. Outcomes were compared within cohorts over time (pre- vs. post-period) and across cohorts. From pre- to post-period, mean annual counts and dollars of grant awards increased significantly for both cohorts, but mean annual dollars increased significantly more for the CFSP than for the comparison cohort (delta $83,427 vs. $27,343, P < .01). Mean annual counts of grant proposals also increased significantly more for the CFSP than for the comparison cohort: 0.42 to 2.34 (delta 1.91) versus 0.77 to 1.07 (delta 0.30), P < .01. Institutional investment in mentored research training for junior faculty provided significant grant award gains that began after one year of CFSP participation and persisted over time. The CFSP is a financially sustainable program with effects that are predictable, significant, and enduring.

Chest teleradiology in a teaching hospital emergency practice.

PubMed

Steckel, R J; Batra, P; Johnson, S; Zucker, M; Sayre, J; Goldin, J; Lee, M; Patel, M; Morrison, H

1997-06-01

New standards for hospital accreditation and health care reimbursement may require that faculty subspecialists be more available after regular working hours to supervise residents in academic radiology departments. We designed a receiver operating characteristic study to determine whether a thoracic radiologist who evaluated computed radiography (CR) images of the chest at a home-based teleradiology workstation could add significant value to a junior resident's interpretations of films within the hospital for acutely ill patients. Using a hybrid cassette, we obtained analog chest films and CR images simultaneously for each of 252 acutely ill patients in the emergency department and in an intensive care unit. Interpretations of the analog films by three first-year residents were analyzed for 11 parameters deemed critical for patient management. Likewise, CR images of the same chest studies were viewed on a home teleradiology workstation by a faculty thoracic radiologist who analyzed the images for these 11 interpretive parameters. All interpretations by radiology residents and by the home-based thoracic radiologist were then compared with the interpretations of a consensus panel consisting of another thoracic radiologist and a full-time emergency department radiologist. Analysis of the pooled results from the three junior residents as a group failed to show significant differences between their interpretations of chest films and the interpretations of CR images by a thoracic radiologist at a home workstation. However, we observed significant differences for several image interpretation parameters between individual residents and the home-based radiology subspecialist. The data confirm that significant value can be added to the interpretations of chest films by individual junior residents when a home-based thoracic radiologist uses teleradiology to provide expert interpretations. Accordingly, it is reasonable to infer that on-line supervision by faculty subspecialists via teleradiology could be used to complement the scheduled visits that are being made now by individual faculty members of our institution to interpret films periodically with a radiology resident during overnight and weekend periods.

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

PubMed

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

2016-12-01

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

Negotiation in academic medicine: narratives of faculty researchers and their mentors.

PubMed

Sambuco, Dana; Dabrowska, Agata; Decastro, Rochelle; Stewart, Abigail; Ubel, Peter A; Jagsi, Reshma

2013-04-01

Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Between February 2010 and August 2011, the authors conducted semistructured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call "hard positional bargaining." Increasing awareness of alternative negotiation techniques (e.g., "principled negotiation," in which shared interests, mutually satisfying options, and fair standards are emphasized) may encourage the success of medical faculty, particularly women.

Data File.

ERIC Educational Resources Information Center

Vocational Education Journal, 1991

1991-01-01

Eleven graphs present statistics on the number of adult, secondary, and college vocational teachers; demographics of high school vocational and nonvocational teachers; beginning teachers' race, job satisfaction, stress levels, income, and age; and subjects taught by high school, junior high, and two-year college vocational faculty. (SK)

Writing Abstracts and Developing Posters for National Meetings

PubMed Central

Morrison, R. Sean

2011-01-01

Abstract Presenting posters at national meetings can help fellows and junior faculty members develop a national reputation. They often lead to interesting and fruitful networking and collaboration opportunities. They also help with promotion in academic medicine and can reveal new job opportunities. Practically, presenting posters can help justify funding to attend a meeting. Finally, this process can be invaluable in assisting with manuscript preparation. This article provides suggestions and words of wisdom for palliative care fellows and junior faculty members wanting to present a poster at a national meeting describing a case study or original research. It outlines how to pick a topic, decide on collaborators, and choose a meeting for the submission. It also describes how to write the abstract using examples that present a general format as well as writing tips for each section. It then describes how to prepare the poster and do the presentation. Sample poster formats are provided as are talking points to help the reader productively interact with those that visit the poster. Finally, tips are given regarding what to do after the meeting. The article seeks to not only describe the basic steps of this entire process, but also to highlight the hidden curriculum behind the successful abstracts and posters. These tricks of the trade can help the submission stand out and will make sure the reader gets the most out of the hard work that goes into a poster presentation at a national meeting. PMID:21241194

Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators.

PubMed

Robinson, Georgeanna F W B; Schwartz, Lisa S; DiMeglio, Linda A; Ahluwalia, Jasjit S; Gabrilove, Janice L

2016-04-01

To understand the factors that facilitate career success for career development awardees in clinical and translational science and reconceptualize understand ing of career success for this population. In 2013-2014, the authors conducted semistructured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators' transition to independent funding. Interviews were recorded and transcribed, and the transcripts were analyzed thematically. Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included appropriate mentorship, protected research time, and institutional resources and support.Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgment of successes. Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator.

Writing abstracts and developing posters for national meetings.

PubMed

Wood, Gordon J; Morrison, R Sean

2011-03-01

Presenting posters at national meetings can help fellows and junior faculty members develop a national reputation. They often lead to interesting and fruitful networking and collaboration opportunities. They also help with promotion in academic medicine and can reveal new job opportunities. Practically, presenting posters can help justify funding to attend a meeting. Finally, this process can be invaluable in assisting with manuscript preparation. This article provides suggestions and words of wisdom for palliative care fellows and junior faculty members wanting to present a poster at a national meeting describing a case study or original research. It outlines how to pick a topic, decide on collaborators, and choose a meeting for the submission. It also describes how to write the abstract using examples that present a general format as well as writing tips for each section. It then describes how to prepare the poster and do the presentation. Sample poster formats are provided as are talking points to help the reader productively interact with those that visit the poster. Finally, tips are given regarding what to do after the meeting. The article seeks to not only describe the basic steps of this entire process, but also to highlight the hidden curriculum behind the successful abstracts and posters. These tricks of the trade can help the submission stand out and will make sure the reader gets the most out of the hard work that goes into a poster presentation at a national meeting.

Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program

PubMed Central

Comeau, Dawn L; Escoffery, Cam; Freedman, Ariela; Ziegler, Thomas R; Blumberg, Henry M

2017-01-01

A major impediment to improving the health of communities is the lack of qualified clinical and translational research (CTR) investigators. To address this workforce shortage, the National Institutes of Health (NIH) developed mechanisms to enhance the career development of CTR physician, PhD, and other doctoral junior faculty scientists including the CTR-focused K12 program and, subsequently, the KL2-mentored CTR career development program supported through the Clinical and Translational Science Awards (CTSAs). Our evaluation explores the impact of the K12/KL2 program embedded within the Atlanta Clinical and Translational Science Institute (ACTSI), a consortium linking Emory University, Morehouse School of Medicine and the Georgia Institute of Technology. We conducted qualitative interviews with program participants to evaluate the impact of the program on career development and collected data on traditional metrics (number of grants, publications). 46 combined K12/KL2 scholars were supported between 2002 and 2016. 30 (65%) of the 46 K12/KL2 scholars are women; 24 (52%) of the trainees are minorities, including 10 (22%) scholars who are members of an underrepresented minority group. Scholars reported increased research skills, strong mentorship experiences, and positive impact on their career trajectory. Among the 43 scholars who have completed the program, 39 (91%) remain engaged in CTR and received over $89 000 000 as principal investigators on federally funded awards. The K12/KL2 funding provided the training and protected time for successful career development of CTR scientists. These data highlight the need for continued support for CTR training programs for junior faculty. PMID:27591319

Implementation of an "after hours" resident educational program in a general surgery residency: a paradigm for increasing formal didactic training outside of the hospital setting in the era of the 80-hour workweek.

PubMed

Fields, Ryan C; Bowman, Michele C; Freeman, Bradley D; Klingensmith, Mary E

2009-01-01

Residency programs have been forced to curtail many educational activities to comply with duty-hour restrictions. We describe an "after hours" educational program as a forum to provide small-group education customized for each training level to compliment our formal curriculum. Sessions within each general surgery specialty were organized such that 1 session each month was open to either junior (R1 and R2) or senior (R3-R5) trainees and hosted by surgical faculty. Attendance was optional and limited to 15 residents per session with the format determined by the hosting faculty. Participants completed a postsession survey. Fourteen sessions were held during the 2008-2009 academic year. All sessions were >90% subscribed within 1 week of announcement and attendance was 88%. The average session duration was 2.6 +/- 0.4 hours. Junior resident sessions focused on preparing R1 and R2 residents to handle common consult questions; senior resident sessions were modeled as "mock oral boards." Resident and faculty responses to the postsession questionnaire were similar and favorable with respect to the educational value of this format. There is enthusiasm among faculty and trainees to provide small-group, level-specific educational programs outside of the hospital setting and the 80-hour workweek. Such a program is easily implemented, highly effective, and well received. This format has the added benefit of improving interaction between faculty and residents and increasing the camaraderie of a surgical training program.

Think Like a Nurse: A Critical Thinking Initiative.

PubMed

Ward, Terry D; Morris, Tiffany

2016-01-01

Critical thinking is essential in the practice of the nurse generalist, today. Nursing faculty is frequently trying to identify teaching strategies in promoting critical thinking and engaging students in active learning. To close the gap between critical thinking and student success, a school in the south east United States implemented the use of the 'think like a nurse initiative" for incoming junior nursing students. Faculty collaborated to adopt the fundamental and essential nursing concepts for nursing students to support thinking like a nurse.

Authorship Concerns and Who Truly Owns a Research Idea?

PubMed

Syed, Sana; Tran, Duc Q; Kemper, Alex R; Geme, Joseph W St; Lantos, John D

2015-11-01

Researchers often face dilemmas about authorship. When the researchers are graduate students, fellows, or junior faculty, the dilemmas might involve discussions about fair criteria for more senior faculty to be acknowledged as key contributors or authors on manuscripts. This "Ethics Rounds" presents a case in which a fellow faced such a dilemma. We review current journal guidelines for authorship and some ethical considerations that should help make this process more streamlined. Copyright © 2015 by the American Academy of Pediatrics.

TCCTA Messenger, 1999-2000.

ERIC Educational Resources Information Center

TCCTA Messenger, 2000

2000-01-01

The Texas Community College Teachers Association (TCCTA), formerly known as the Texas Junior College Teachers Association (TJCTA), publishes the TCCTA Messenger newsletter four times a year to cover events, legislation and TCCTA activities affecting Texas community colleges and their faculty. This document contains four newsletter issues…

Dynamics of Structural Phase Transformations Using Molecular Dynamics

DTIC Science & Technology

2013-12-08

Investigator AFOSR Young Investigator ASCE Leonardo Da Vinci Young Investigator Award Eshelby Mechanics Award for Young Faculty 01/06/2011...Investigator Awards • Junior chair from Carnegie Mellon University, 2013-2016 • ASCE Engineering Mechanics Leonardo Da Vinci Early Career Award, 2013

Factors associated with increased academic productivity among US academic radiation oncology faculty.

PubMed

Zhang, Catherine; Murata, Stephen; Murata, Mark; Fuller, Clifton David; Thomas, Charles R; Choi, Mehee; Holliday, Emma B

Publication productivity metrics can help evaluate academic faculty for hiring, promotion, grants, and awards; however, limited benchmarking data exist, which makes intra- and interdepartmental comparisons difficult. Therefore, we sought to evaluate the scholarly activity of physician faculty at academic radiation oncology (RO) departments and establish factors associated with increased academic productivity. Citation database searches were performed for all physician-faculty in US residency-affiliated academic RO departments. Demographics, National Institutes of Health (NIH) funding, and bibliometrics (number of publications, Hirsch-[h]-index, and m-index [Hirsch index divided by the number of years since first publication]) were collected and stratified by academic rank. Senior academic rank was defined as full professor, professor, and/or chair. Junior academic rank was defined as all others. Logistic regression was performed to determine the association of academic rank and other factors with h- and m-indices. A total of 1191 academic RO physician faculty from 75 institutions were included in the analysis. The mean (standard deviation) number of publications and h- and m-indices were 48.2 (71.2), 14.5 (15), and 0.86 (0.83), respectively. The median (interquartile range) number of publications and h- and m-indices were 20 (6-61), 9 (4-20), and 0.69 (0.38-1.10), respectively. Recursive partitioning analysis revealed a statistically significant numeric h-index threshold of 21 between junior and senior faculty (LogWorth 114; receiver operating characteristic, 0.828). Senior faculty status, receipt of NIH funding, and a larger department size were associated with increased h- and m-indices. Current academic RO departments have relatively high objective metrics of scholastic productivity compared with prior benchmarking analyses of RO departments and compared with published metrics from other academic medicine subspecialties. An h-index of 21 or greater was associated with senior faculty status. Additionally, receipt of NIH funding and greater departmental size were associated with a higher h-index. These data may be of interest to faculty preparing for promotion or award applications as well as institutional leadership evaluating their departments. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

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

PubMed

Meleis, A I

1979-11-01

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

A method for evaluating competency in assessment and management of suicide risk.

PubMed

Hung, Erick K; Binder, Renée L; Fordwood, Samantha R; Hall, Stephen E; Cramer, Robert J; McNiel, Dale E

2012-01-01

Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment instrument for suicide risk-assessment (CAI-S), and evaluates its use in an objective structured clinical examination (OSCE). The authors developed the CAI-S on the basis of the literature on suicide risk-assessment and management, and consultation with faculty focus groups from three sites in a large academic psychiatry department. The CAI-S structures faculty ratings regarding interviewing and data collection, case formulation and presentation, treatment-planning, and documentation. To evaluate the CAI-S, 31 faculty members used it to rate the performance of 31 learners (26 psychiatric residents and 5 clinical psychology interns) who participated in an OSCE. After interviewing a standardized patient, learners presented their risk-assessment findings and treatment plans. Faculty used the CAI-S to structure feedback to the learners. In a subsidiary study of interrater reliability, six faculty members rated video-recorded suicide risk-assessments. The CAI-S showed good internal consistency, reliability, and interrater reliability. Concurrent validity was supported by the finding that CAI-S ratings were higher for senior learners than junior learners, and were higher for learners with more clinical experience with suicidal patients than learners with less clinical experience. Faculty and learners rated the method as helpful for structuring feedback and supervision. The findings support the usefulness of the CAI-S for evaluating competency in suicide risk-assessment and management.

Rural Principal: A Case Study of an Effective Disciplinarian.

ERIC Educational Resources Information Center

Standard, Marilynn

1986-01-01

Describes discipline program initiated by the principal of a "tough" midwestern rural junior-senior high school. Includes ethnographic methodology; community characteristics; principal's background, self-concept, and leadership qualities; aspects of the program; and faculty, parent, and student perceptions of the principal and his…

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…

A Guide for Hard Times in Academia

ERIC Educational Resources Information Center

Reeves, Thomas C.

2003-01-01

The author lampoons twenty-first-century academic priorities. Using a fictional campus facing state-mandated budget reductions, the author parodies a system that retains high-salaried administrative and public relations positions, special-interest majors, athletic programs and junior/ad-hoc faculty, while relinquishing admissions staff, library…

Not a Snowball's Chance in Hell.

ERIC Educational Resources Information Center

Koontz, Jonathan W.

1980-01-01

Describes the involvement of administrators, faculty, and students in a successful publicity campaign designed to gain public backing for a referendum in support of Palm Beach Junior College, Florida. Examines various publicity tactics utilized, including newspaper advertisements and editorials, slideshows and lectures, and the distribution of…

Coaches' Handbook.

ERIC Educational Resources Information Center

Fields, Max

The policies and procedures stated in this handbook are to be used as a guide in the performance of duties and responsibilities by the Director of Athletics and athletic coaches at Imperial Valley College (California). This handbook supplements the Faculty Handbook, the district policy manual, the California Junior College Association Athletic…

Student Activism in Junior Colleges.

ERIC Educational Resources Information Center

Gaddy, Dale; And Others

1970-01-01

The first article in this review examines research on student rights, administrator and faculty attitudes, and administrative remedies. The next analyzes student unrest and protest activities in terms of cause and degree, extent of government involvement, and institutional characteristics. The third article considers new and revised legislation,…

Development, implementation, and dissemination of the I-PASS handoff curriculum: A multisite educational intervention to improve patient handoffs.

PubMed

Starmer, Amy J; O'Toole, Jennifer K; Rosenbluth, Glenn; Calaman, Sharon; Balmer, Dorene; West, Daniel C; Bale, James F; Yu, Clifton E; Noble, Elizabeth L; Tse, Lisa L; Srivastava, Rajendu; Landrigan, Christopher P; Sectish, Theodore C; Spector, Nancy D

2014-06-01

Patient handoffs are a key source of communication failures and adverse events in hospitals. Despite Accreditation Council for Graduate Medical Education requirements for residency training programs to provide formal handoff skills training and to monitor handoffs, well-established curricula and validated skills assessment tools are lacking. Developing a handoff curriculum is challenging because of the need for standardized processes and faculty development, cultural resistance to change, and diverse institution- and unit-level factors. In this article, the authors apply a logic model to describe the process they used from June 2010 to February 2014 to develop, implement, and disseminate an innovative, comprehensive handoff curriculum in pediatric residency training programs as a fundamental component of the multicenter Initiative for Innovation in Pediatric Education-Pediatric Research in Inpatient Settings Accelerating Safe Sign-outs (I-PASS) Study. They describe resources, activities, and outputs, and report preliminary learner outcomes using data from resident and faculty evaluations of the I-PASS Handoff Curriculum: 96% of residents and 97% of faculty agreed or strongly agreed that the curriculum promoted acquisition of relevant skills for patient care activities. They also share lessons learned that could be of value to others seeking to adopt a structured handoff curriculum or to develop large-scale curricular innovations that involve redesigning firmly established processes. These lessons include the importance of approaching curricular implementation as a transformational change effort, assembling a diverse team of junior and senior faculty to provide opportunities for mentoring and professional development, and linking the educational intervention with the direct measurement of patient outcomes.

You're hired! Negotiating your first biomedical engineering position: academia vs. private sector.

PubMed

Linte, Cristian A

2008-01-01

This session is intended to prepare current bio-engineering students and post-doctoral fellows and getting them in the right shape to apply, negotiate and succeed in getting their first job in industry or academia. Tips on putting together the appropriate CV, preparing your portfolio and getting ready for the interview will be covered by the invited speakers. Academia-oriented trainees will also get a better feel on the academic requirements, what items should be highlighted in the CV, what makes a well-rounded junior faculty and what the expectations are of junior/assistant professors.

A peer mentoring group for junior clinician educators: four years' experience.

PubMed

Lord, Julie A; Mourtzanos, Emmanuel; McLaren, Kimberly; Murray, Suzanne B; Kimmel, Ryan J; Cowley, Deborah S

2012-03-01

To study the effect of a peer mentoring group (PMG). Six junior clinician educator faculty and one senior faculty at the University of Washington Medical Center's Department of Psychiatry formed a PMG in 2006. The PMG had 30 meetings during 2006-2010. Group format, goals, and meeting agendas were determined solely by participants. Feedback about positive and negative outcomes of participation in the PMG was determined by open-ended response to three sets of questions; qualitative analysis was performed by an outside research consultant. Program evaluation revealed benefits and undesirable or unintended outcomes. Reported benefits were increased workplace satisfaction; improved social connection; increased professional productivity and personal growth/development through accountability, collaboration, mutual learning, support, and information sharing; synergy, collaboration, and diversity of thought; increased involvement in professional activities; opportunity for peer discussions in a safe environment; and increased accountability and motivation. Undesirable or unintentional outcomes were exclusivity, lack of hierarchy, scheduling of meetings, absence of an intentional curriculum, diverse and competing interests, personal-professional enmeshment, and occasional loss of focus due to overemphasis on personal matters. Every member of the PMG was retained, and scholarly productivity increased, as did collaboration with other group members. Participants in this PMG experienced qualitative benefits and perceived advantages in career advancement and scholarly productivity. Negative consequences did not deter participation in the PMG or outweigh benefits. The self-sufficient and low-cost structure makes it particularly portable.

Negotiation in Academic Medicine: Narratives of Faculty Researchers and Their Mentors

PubMed Central

Sambuco, Dana; Dabrowska, Agata; DeCastro, Rochelle; Stewart, Abigail; Ubel, Peter A.; Jagsi, Reshma

2013-01-01

Purpose Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Conclusions Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call “hard positional bargaining.” Increasing awareness of alternative negotiation techniques (e.g., “principled negotiation,” in which shared interests, mutually satisfying options, and fair standards are emphasized), may encourage the success of medical faculty, particularly women. PMID:23425992

Opinion & Special Articles: A guide from fellowship to faculty

PubMed Central

2012-01-01

The role of the physician scientist in biomedical research is increasingly threatened. Despite a clear role in clinical advances in translational medicine, the percentage of physicians engaged in research has steadily declined. Several programmatic efforts have been initiated to address this problem by providing time and financial resources to the motivated resident or fellow. However, this decline in physician scientists is due not only to a lack of time and resources but also a reflection of the uncertain path in moving from residency or postdoctoral training toward junior faculty. This article is a practical guide to the milestones and barriers to successful faculty achievement after residency or fellowship training. PMID:23033506

Opinion & special articles: a guide from fellowship to faculty: Nietzsche and the academic neurologist.

PubMed

Carmichael, S Thomas

2012-10-02

The role of the physician scientist in biomedical research is increasingly threatened. Despite a clear role in clinical advances in translational medicine, the percentage of physicians engaged in research has steadily declined. Several programmatic efforts have been initiated to address this problem by providing time and financial resources to the motivated resident or fellow. However, this decline in physician scientists is due not only to a lack of time and resources but also a reflection of the uncertain path in moving from residency or postdoctoral training toward junior faculty. This article is a practical guide to the milestones and barriers to successful faculty achievement after residency or fellowship training.

Effects of assessing the productivity of faculty in academic medical centres: a systematic review.

PubMed

Akl, Elie A; Meerpohl, Joerg J; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J

2012-08-07

Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits and harms of such assessment strategies is needed.

Gender Differences in Receipt of National Institutes of Health R01 Grants Among Junior Faculty at an Academic Medical Center: The Role of Connectivity, Rank, and Research Productivity.

PubMed

Warner, Erica T; Carapinha, René; Weber, Griffin M; Hill, Emorcia V; Reede, Joan Y

2017-10-01

To determine whether there were gender differences in likelihood of receiving a first National Institutes of Health (NIH) R01 award among 5445 instructors and assistant professors at Harvard Medical School (HMS). Data on R01 award principal investigators were obtained from NIH ExPORTER and linked with faculty data. Using Cox proportional hazard regression, we examined the association of gender with receipt of first R01 award between 2008 and 2015 accounting for demographics, research productivity metrics, and professional characteristics. Compared to males, females had fewer publications, lower h-index, smaller coauthor networks and were less likely to be assistant professors (p < 0.0001). Four hundred and thirteen of 5445 faculty (7.6%) received their first R01 award during the study period. There was no gender difference in receipt of R01 awards in age-adjusted (hazard ratio [HR]: 0.87, 95% confidence interval [CI]: 0.70-1.08) or multivariable-adjusted models (HR: 1.07, 95% CI: 0.86-1.34). Compared to white males, there was a nonsignificant 10%, 18%, and 30% lower rate of R01 receipt among white, Asian or Pacific Islander, and underrepresented minority females, respectively. These differences were eliminated in the multivariable-adjusted model. Network reach, age, HMS start year, h-index, academic rank, previous K award, terminal degree, and HMS training were all significant predictors of receiving an R01 award. A relatively small proportion of HMS junior faculty obtained their first NIH R01 award during the study period. There was no significant gender difference in likelihood of award. However, we are unable to distinguish faculty that never applied from those who applied and were not successful.

A FORMULA FOR TEACHER PREPARATION.

ERIC Educational Resources Information Center

GORDON, SHIRLEY B.; WHITFIELD, RAYMOND P.

GUIDELINES FOR TRAINING INSTRUCTORS ESPECIALLY FOR JUNIOR COLLEGES WERE PROPOSED AT EASTERN WASHINGTON STATE COLLEGE. INSTEAD OF FAVORING THE USUAL RECRUITMENT FROM HIGH SCHOOLS OR UNIVERSITY GRADUATE PROGRAMS, EWSC DECIDED ON A METHOD OF INTERINSTITUTIONAL PLANNING. COMMUNITY COLLEGE TEACHERS WERE INVITED TO JOIN THE EWSC SUMMER FACULTY (1) TO…

Junior Colloquium: Filling a Gap in Undergraduate Chemical Education

ERIC Educational Resources Information Center

Verbit, Lawrence; Madan, Stanley K.

1973-01-01

Describes a one-semester course which consists of undergraduate-oriented talks by faculty members and industrial scientists, reading assignments concerning human elements, and an introduction to chemical literature. Indicates that the course has the flexibility to change as other areas of need are identified. (CC)

Size Matters

ERIC Educational Resources Information Center

Gehring, John

2004-01-01

This article describes the immense size of Unity Junior High School in Cicero, Illinois and the opinions of various people regarding its size. The school has more than 2,700 students, seventeen acres, eighty-eight faculty lounges, and ninety-six security cameras. Administrators hope the school--"Cicero's crown jewel," as the school…

Selected Collective Bargaining Agreements of Florida Two-Year Colleges.

ERIC Educational Resources Information Center

National Education Association, Washington, DC.

Eight collective bargaining agreements between the boards of trustees of selected community colleges in Florida and their respective faculty associations are presented, representing contracts in effect in 1987. Contracts for the following colleges are provided: Brevard Community College, Broward Community College, Chipola Junior College, Edison…

The impact of productivity-based incentives on faculty salary-based compensation.

PubMed

Miller, Ronald D; Cohen, Neal H

2005-07-01

In industry and academic anesthesia departments, incentives and bonus payments based on productivity are accounting for an increasing proportion of a total compensation. When incentives are primarily based on clinical productivity, the impact on the distribution of total compensation to the faculty is not known. We compared a pure salary-based compensation methodology based entirely on academic rank to salary plus incentives and/or clinical productivity compensation (i.e., billable hours). The change in compensation methodology resulted in two major findings. First, the productivity-based compensation resulted in a large increase in the variability of total compensation among faculty, especially at the Assistant Professor rank. Second, the mean difference in total compensation between Assistant and Full Professors decreased. The authors conclude that this particular incentive plan, primarily directed toward clinical productivity, dramatically changed the distribution of total compensation in favor of junior faculty. Although not analytically investigated, the potential impact of these changes on faculty morale and distribution of faculty activities is discussed.

[Centennial retrospective on the evolution and development of nursing education in Taiwan].

PubMed

Yeh, Mei Chang

2014-08-01

Nursing education in Taiwan has developed significantly over the past one hundred years. Throughout the first half of the 20th century, nursing education in Taiwan ended at the high school level. However, over the most recent 50 years, this level has been gradually raised, and nursing doctoral programs are now offered today. Changes in the nursing profession over the past century have been influenced by social and political factors, war, the health care policies, and national education policies. Areas of nursing education that have presented key challenges to change and innovation include the nursing faculty, curriculum, teaching materials, and quality of teaching. Today, key future goals for nursing education in Taiwan are: Raising the entry level of generic nursing education from junior high to the high-school level, improving the curricula for master's and doctoral students, cultivating advanced practice nurses, improving the quality of nursing faculties, and establishing a mechanism to ensure the consistent quality of nursing education.

Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators

PubMed Central

Robinson, Georgeanna F.W.B.; Schwartz, Lisa S.; DiMeglio, Linda A.; Ahluwalia, Jasjit S.; Gabrilove, Janice L.

2015-01-01

Purpose To understand the factors that facilitate career success for career development awardees in clinical and translational science and to reconceptualize understanding of career success for this population. Method In 2013–2014, the authors conducted semi-structured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators’ transition to independent funding. Interviews were recorded and transcribed and the transcripts analyzed thematically. Results Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included: networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included: appropriate mentorship, protected research time, and institutional resources and support. Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included: improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgement of successes. Conclusions Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator. PMID:26509600

Failure to flow: An exploration of learning and teaching in busy, multi-patient environments using an interpretive description method.

PubMed

Chan, Teresa M; Van Dewark, Kenneth; Sherbino, Jonathan; Schwartz, Alan; Norman, Geoff; Lineberry, Matthew

2017-12-01

As patient volumes continue to increase, more attention must be paid to skills that foster efficiency without sacrificing patient safety. The emergency department is a fertile ground for examining leadership and management skills, especially those that concern prioritization in multi-patient environments. We sought to understand the needs of emergency physicians (EPs) and emergency medicine junior trainees with regards to teaching and learning about how best to handle busy, multi-patient environments. A cognitive task analysis was undertaken, using a qualitative approach to elicit knowledge of EPs and residents about handling busy emergency department situations. Ten experienced EPs and 10 junior emergency medicine residents were interviewed about their experiences in busy emergency departments. Transcripts of the interviews were analyzed inductively and iteratively by two independent coders using an interpretive description technique. EP teachers and junior residents differed in their perceptions of what makes an emergency department busy. Moreover, they focused on different aspects of patient care that contributed to their busyness: EP teachers tended to focus on volume of patients, junior residents tended to focus on the complexity of certain cases. The most important barrier to effective teaching and learning of managerial skills was thought to be the lack of faculty development in this skill set. This study presents qualitative data that helps us elucidate how patient volumes affect our learning environments, and how clinical teachers and residents operate within these environments.

AAFCS Resources for Elevating Research and Scholarship in FCS

ERIC Educational Resources Information Center

Myers, Lori A.

2017-01-01

Elevating research and supporting scholarship are both a responsibility and core value of all family and consumer sciences (FCS) professionals. This responsibility may involve: (1) Introducing the research process under graduate students; (2) Guiding the research of graduate students; (3) Mentoring a junior faculty member to establish a research…

The Permanence of Racism in Teacher Education

ERIC Educational Resources Information Center

Seriki, Vanessa Dodo; Brown, Cory T.; Fasching-Varner, Kenneth J.

2015-01-01

This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs.

Gifted Minority High School Students Study Biomedical Research.

ERIC Educational Resources Information Center

Bitter, John

1988-01-01

A program at Alabama State University seeks to stimulate the interest of academically gifted minority juniors and seniors in biomedical sciences and health professions. Selected students carry out research under the direction of university faculty members, in such areas as salmonella contamination in chicken and acid content in rainwater. (JDD)

Instructional Leadership: Four Ethnographic Studies on Junior High School Principals.

ERIC Educational Resources Information Center

Newberg, Norman A.; Glatthorn, Allan A.

This study explores the principal's role as instructional leader in four urban schools showing improvement in test scores. Data gathering procedures included ethnographic observations and interviews of principals; principals' logs of time use; interviews with teachers, school administrators, and students; and faculty surveys. The findings were…

Ethics and the Professions, Spring 1979.

ERIC Educational Resources Information Center

Parsons, Michael H., Ed.; Powell, Allan R., Ed.

Faculty members from Hagerstown Junior College present eight position papers discussing ethical issues in their various disciplines. Ralph Chapin reports on the impact of the recent federal copyright law and how it affects library and media personnel who must deal with and evaluate duplicated written materials, films, and recordings. E. Walter…

The Math, Science, & Manufacturing Collaborative.

ERIC Educational Resources Information Center

Abate, Ronald J.

The concept of a collaborative math and science project grew out of the need expressed by Cleveland State University (Ohio) engineering faculty and junior and senior high school teachers. These groups sought to provide students with connections to "real world" situations that they will face as they transition into the workplace of the…

Mentoring for clinician-educators.

PubMed

Farrell, Susan E; Digioia, Natalie M; Broderick, Kerry B; Coates, Wendy C

2004-12-01

Mentorship has been shown to have a positive impact on academic faculty members in terms of career advancement. The guidance of a mentor has been shown to increase academic outcome measures such as peer-reviewed publications and grant support for junior academic faculty. In addition, career satisfaction of mentored faculty is greater than those with no mentorship. There is little research on the effects of mentorship on the careers of clinician-educators. This group has also been reported to have a lower scholarly productivity rate than the typical research-based faculty. This article addresses the current state of mentorship as it applies specifically to clinician-educators, offers advice on how a potential protégé might seek out a potential mentor, and finally, suggests a possible mentoring system for academic emergency physicians who are focusing on careers in medical education.

Occupational factors for mood and anxiety disorders among junior medical doctors.

PubMed

Pougnet, R; Di Costanzo, Laurence Pougnet; Kerrien, Margaux; Jousset, D; Loddé, B; Dewitte, J D; Garlantézec, R

2015-09-09

Junior doctors are exposed to multiple occupational risks. The aim of this study was to assess the risk factors and protective factors for mood and anxiety disorders among junior doctors. We conducted a cross-sectional study via an anonymous online questionnaire between October 2011 and June 2012. All the junior doctors in our faculty were included. The questionnaire inquired about demographic and health data. It contained four validated scales: the Center for Epidemiologic Studies Depression Scale (CES-D), the Spielberger anxiety questionnaire, the WHO quality of life (WHO - QOL) questionnaire and the Job Content Questionnaire. Finally, it sought to clarify the conditions of professional practice and the interactions between university programmes and junior doctorate students (change of specialty, pregnancy, leave of absence, etc.). 192 juniors doctors participated in the study, 68.2% of whom were women. Out of the group, 13.0% presented a depressive syndrome, while 28.7% presented an anxiety disorder, 32.8% were experiencing Job Strain and 29.7% Iso Strain. The risk factor for anxiety was competition between junior doctors: OR=4.23 (1.06 ‒ 16.82). The protective factors for mood disorders were the help provided by senior physicians and the respect shown by patients: OR=0.21 (0.06-0.74) and 0.20 (0.06-0.75), respectively. This study demonstrated the impact of the relationships with senior physicians and patients on junior doctors' health at work. Consequently, prevention should not be focused uniquely on work organization, but should increase physicians' awareness of the importance of this relationship.

Mentoring and the Career Satisfaction of Male and Female Academic Medical Faculty

PubMed Central

DeCastro, Rochelle; Griffith, Kent A.; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

2015-01-01

Purpose To explore aspects of mentoring that might influence medical faculty career satisfaction and to discover whether there are gender differences. Method In 2010–2011, the authors surveyed 1,708 clinician–researchers who received (in 2006–2009) National Institutes of Health K08 and K23 awards, which provided mentoring for career development. The authors compared, by gender, the development and nature of mentoring relationships, mentor characteristics, extent of mentoring in various mentor roles, and satisfaction with mentoring. They evaluated associations between mentoring and career satisfaction using multivariable linear regression analysis. Results The authors received 1,275 responses (75% response rate). Of these respondents, 1,227 (96%) were receiving K award support at the time and constituted the analytic sample. Many respondents had > 1 designated mentor (440/558 women, 79%; 410/668 men, 61%; P < .001). Few were dissatisfied with mentoring (122/1,220, 10.0%; no significant gender difference). Career dissatisfaction was generally low, but 289/553 women (52%) and 268/663 men (40%) were dissatisfied with work–life balance (P < .001). Time spent meeting or communicating with the mentor, mentor behaviors, mentor prestige, extent of mentoring in various roles, and collegiality of the mentoring relationship were significantly associated with career satisfaction. Mentor gender, gender concordance of the mentoring pair, and number of mentors were not significantly associated with satisfaction. Conclusions This study of junior faculty holding mentored career development awards showed strong associations between several aspects of mentoring and career satisfaction, indicating that those concerned about faculty attrition from academic medicine should consider mentor training and development. PMID:24362376

Mentoring and the career satisfaction of male and female academic medical faculty.

PubMed

DeCastro, Rochelle; Griffith, Kent A; Ubel, Peter A; Stewart, Abigail; Jagsi, Reshma

2014-02-01

To explore aspects of mentoring that might influence medical faculty career satisfaction and to discover whether there are gender differences. In 2010-2011, the authors surveyed 1,708 clinician-researchers who received (in 2006-2009) National Institutes of Health K08 and K23 awards, which provided mentoring for career development. The authors compared, by gender, the development and nature of mentoring relationships, mentor characteristics, extent of mentoring in various mentor roles, and satisfaction with mentoring. They evaluated associations between mentoring and career satisfaction using multivariable linear regression analysis. The authors received 1,275 responses (75% response rate). Of these respondents, 1,227 (96%) were receiving K award support at the time and constituted the analytic sample. Many respondents had > 1 designated mentor (440/558 women, 79%; 410/668 men, 61%; P < .001). Few were dissatisfied with mentoring (122/1,220, 10.0%; no significant gender difference). Career dissatisfaction was generally low, but 289/553 women (52%) and 268/663 men (40%) were dissatisfied with work-life balance (P < .001). Time spent meeting or communicating with the mentor, mentor behaviors, mentor prestige, extent of mentoring in various roles, and collegiality of the mentoring relationship were significantly associated with career satisfaction. Mentor gender, gender concordance of the mentoring pair, and number of mentors were not significantly associated with satisfaction. This study of junior faculty holding mentored career development awards showed strong associations between several aspects of mentoring and career satisfaction, indicating that those concerned about faculty attrition from academic medicine should consider mentor training and development.

Institute for Advanced Materials at University of Louisville

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

Sunkara, Mahendra; Sumaneskara, Gamini; Starr, Thomas L

2009-10-29

In this project, a university-wide, academic center has been established entitled Institute for Advanced Materials and Renewable Energy. In this institute, a comprehensive materials characterization facility has been established by co-locating several existing characterization equipment and acquiring several state of the art instrumentation such as field emission transmission electron microscope, scanning electron microscope, high resolution X-ray diffractometer, Particle Size Distribution/Zeta Potential measurement system, and Ultra-microtome for TEM specimen. In addition, a renewable energy conversion and storage research facility was also established by acquiring instrumentation such as UV-Vis absorption spectroscopy, Atomic Layer Deposition reactor, Solar light simulator, oxygen-free glove box, potentiostat/galvanostatsmore » and other miscellaneous items. The institute is staffed with three full-time staff members (one senior research technologist, a senior PhD level research scientist and a junior research scientist) to enable proper use of the techniques. About thirty faculty, fifty graduate students and several researchers access the facilities on a routine basis. Several industry R&D organizations (SudChemie, Optical Dynamics and Hexion) utilize the facility. The established Institute for Advanced Materials at UofL has three main objectives: (a) enable a focused research effort leading to the rapid discovery of new materials and processes for advancing alternate energy conversion and storage technologies; (b) enable offering of several laboratory courses on advanced materials science and engineering; and (c) develop university-industry partnerships based on the advanced materials research. The Institute's efforts were guided by an advisory board comprising eminent researchers from outside KY. Initial research efforts were focused on the discovery of new materials and processes for solar cells and Li ion battery electrodes. Initial sets of results helped PIs to secure a successful EPSCoR cluster implementation grant by teaming with additional researchers from UK. In addition to research efforts, the project enabled several other outcomes: (a) helped recruit a junior faculty member (Dr. Moises Carreon) and establish a lab focused on meso-porous materials toward separation and catalysis; (b) enabled offering of three new, graduate level courses (Materials characterization using spectroscopy and microscopy; Electron and x-ray diffraction; and renewable energy systems); and (c) mentoring of a junior faculty members (Dr. Gerold Willing).« less

The status of women at one academic medical center. Breaking through the glass ceiling.

PubMed

Nickerson, K G; Bennett, N M; Estes, D; Shea, S

1990-10-10

Despite recent gains in admission to medical school and in obtaining junior faculty positions, women remain underrepresented at senior academic ranks and in leadership positions in medicine. This discrepancy has been interpreted as evidence of a "glass ceiling" that prevents all but a few exceptional women from gaining access to leadership positions. We analyzed data from Columbia University College of Physicians & Surgeons, New York, NY, for all faculty hired from 1969 through 1988 and found that the likelihood of promotion on the tenure track was 0.40 for women and 0.48 for men (ratio, 0.82; 95% confidence interval, 0.56 to 1.20); on the clinical track the likelihood of promotion was 0.75 for women and 0.72 for men (ratio, 1.04; 95% confidence interval, 0.56 to 1.94). Additional analysis of current faculty showed that in the academic year 1988-1989 the proportion of women at each tenure track rank at the College of Physicians & Surgeons equaled or exceeded the national proportion of women graduating from medical school, once allowance was made for the average time lag necessary to attain each rank. On the clinical track women were somewhat overrepresented, particularly at the junior rank. National data that describe medical school faculty, which combine tenure and clinical tracks, showed that in 1988 women were proportionately represented at each rank once the lead time from graduation was considered. We conclude that objective evidence shows that women can succeed and are succeeding in gaining promotions in academic medicine.

Integrating Technical Communication in the Mechanical Engineering Curriculum

NASA Astrophysics Data System (ADS)

Norberg, Seth; Ashcraft, Timothy; van Poppel, Bret

2017-11-01

Technical communication is essential to engineering practice, but these skills can be challenging to teach and assess in the classroom. Instructors in the Mechanical Engineering (ME) program at the United States Military Academy are developing new learning exercises to prepare students for success in their capstone design course and beyond. In this paper we highlight the recent successes and lessons learned from two courses: junior-level Thermal-Fluid Systems and the senior-level ME Seminar. Both courses support the newly implemented West Point Writing Program (WPWP), an institutional, writing-across-the-curriculum program. The junior course incorporates four hands-on experiments, which provide an abundance of data for students to analyze, assess, and present. In the senior course the majority of the content that students present is from their ongoing capstone design projects. Between the two courses, students craft essays, lab reports, short summaries, posters, quad charts, and technical presentations. Both courses include peer evaluation, revision exercises, and timed (on demand) writing assignments. The junior course includes assignments co-authored by a group as well as an individual report. An overview of both courses' assignments with course-end feedback from the students and the faculty is provided. Strengths and weaknesses are identified and recommendations for instructors seeking to implement similar technical communications assignments in their own courses are presented.

Balancing the Presidential Seesaw. Southern Association of Community and Junior Colleges Occasional Paper Volume 4, Number 2.

ERIC Educational Resources Information Center

Vaughan, George B.

Fulfilling the role of the community college president requires that a balance be maintained between internal constituents (e.g., students, faculty, administrators, and support staff) and external constituents (e.g., politicians, members of coordinating agencies, business leaders, trustees, alumni, and special interest groups). When the president…

Using Facebook as a Learning Management System: Experiences of Pre-Service Teachers

ERIC Educational Resources Information Center

Kalelioglu, Filiz

2017-01-01

The purpose of this study was to examine students' experiences using Facebook as a learning management system during a course. The study participants were 18 junior education faculty students attending a compulsory distance education undergraduate course delivered by the Computer Education and Instructional Technology Department at a university in…

North Carolina Marine Education Manual, Unit One: Coastal Geology.

ERIC Educational Resources Information Center

Mauldin, Lundie; Frankenberg, Dirk

Presented are teaching materials designed to supplement North Carolina's course of study plans in earth science for the intermediate grades and junior high schools. This manual is one of a collection produced by North Carolina teachers and university faculty under a Sea Grant project entitled "Man and the Seacoast." Included are 27…

How to Get in the "First Pile"

ERIC Educational Resources Information Center

Vanevenhoven, Jeff; Delaney-Klinger, Kelly; Winkel, Doan; Wagner, Richard

2011-01-01

Pressures facing junior faculty during a tenure track job search are high and can come from a multitude of areas. It follows that professionals in this position would try to reduce uncertainty associated with securing a new employment contract. The authors offer their observations below on how to increase an applicant's chance to succeed in an…

Twitter in Education: Perceptions of Pre-Service Teachers

ERIC Educational Resources Information Center

Kalelioglu, Filiz

2016-01-01

The aim of this study is to determine the perceptions of students with regard to the use of Twitter within education. Participants of the study were 17 junior class Education Faculty students from the Computer Education and Instructional Technology Department of a private university in Turkey. At the beginning of the course, the instructor…

Long-Range Planning--Finances. Higher Education.

ERIC Educational Resources Information Center

Ward, Robert C.

This paper presents views on long-range financial planning for public and private higher education. Emphasis is placed on a mix of revenue sources for future support and on key budgetary considerations such as faculty and non-academic wages, the rising cost of graduate education, and the community and junior college movement. A triple crisis is…

Gender Communication at the Liberal Arts College: Improving the Climate.

ERIC Educational Resources Information Center

Thomas, Alice M.

A study gathered information to assist as guidance in planning gender communication awareness programs that were appropriate to the St. Olaf (Minnesota) college campus. Subjects, 92 female and 96 male faculty, 133 female and 136 male staff, and 100 students in the sophomore, junior, and senior classes filled out questionnaires designed to provide…

THE COMMUNITY COLLEGE LIBRARY, AN APPRAISAL OF CURRENT PRACTICE.

ERIC Educational Resources Information Center

WHEELER, HELEN RIPPIER

THE BASIS FOR A QUESTIONNAIRE SENT TO LIBRARY DIRECTORS IN 198 PUBLIC JUNIOR COLLEGES WAS A LIST OF 10 CRITERIA--(1) THE LIBRARY PROGRAM REFLECTS THE COLLEGE CURRICULUM, OBJECTIVES, AND FUNCTIONS. (2) CONTINUOUS EVALUATION OF THE LIBRARY IS PROVIDED BY APPROPRIATE TECHNIQUES AND MEASURES. (3) THE LIBRARY FACILITATES THE FACULTY'S RESEARCH AND…

Sharing Special Education Strategies in Rural Kenya

ERIC Educational Resources Information Center

Shamberger, Cynthia T.

2014-01-01

As a former special education teacher at the elementary, middle and high school levels, many unique and complex learning situations were encountered. The author, who was a junior faculty member on her initial trip to Kenya, experienced a very challenging, yet rewarding, learning opportunity with teachers gathered in a community located in rural…

East Central College Board of Trustees Policies & Procedures.

ERIC Educational Resources Information Center

East Central Coll., Union, MO.

This manual is the guide to all policies and procedures governing East Central College in Missouri. The document is produced by the Board of Trustees of the Junior College District of East Central Missouri and outlines policies concerning the entire college community, including board members, administrators, faculty, staff, and students. It serves…

Breaking the Access Barriers: A Profile of Two-Year Colleges.

ERIC Educational Resources Information Center

Medsker, Leland L.; Tillery, Dale

This book describes the beginnings and expansion of the institution now known as the community or junior college. It covers the students, their diversity, career plans, ethnic background; the wide range of programs offered; the college's place in urban life; faculty and staff characteristics; control and financial support; and the private or…

Teaching Future Teachers: A Model Workshop for Doctoral Education

ERIC Educational Resources Information Center

Pryce, Julia M.; Ainbinder, Alisa; Werner-Lin, Allison V.; Browne, Teri A.; Smithgall, Cheryl

2011-01-01

Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured,…

Academic Primer Series: Five Key Papers for Consulting Clinician Educators.

PubMed

Chan, Teresa M; Gottlieb, Michael; Quinn, Antonia; London, Kory; Conlon, Lauren W; Ankel, Felix

2017-02-01

Clinician educators are often asked to perform consultations for colleagues. Invitations to consult and advise others on local problems can help foster great collaborations between centers, and allows for an exchange of ideas between programs. In this article, the authors identify and summarize several key papers to assist emerging clinician educators with the consultation process. A consensus-building process was used to generate a list of key papers that describe the importance and significance of educational consulting, informed by social media sources. A three-round voting methodology, akin to a Delphi study, determined the most impactful papers from the larger list. Summaries of the five most highly rated papers on education consultation are presented in this paper. These papers were determined by a mixed group of junior and senior faculty members, who have summarized these papers with respect to their relevance for their peer groups. Five key papers on the educational consultation process are presented in this paper. These papers offer background and perspective to help junior faculty gain a grasp of consultation processes.

From Geo-Modelling to Lecture Demonstrations to Poster Carnivals to Science-Art Crossovers to Children's Museum Exhibits to Sports Science Education to some Skateboarding Experiments for good measure (plus some other stuff)

NASA Astrophysics Data System (ADS)

Lenardic, A.

2011-12-01

If an untenured faculty member, hired under the title of looking at mantle processes, told his/her department chair that they wanted to get involved in the projects of this abstract title, with an education/outreach focus, the department chair would likely wish them a happy career elsewhere after their tenure case was rejected. University higher-ups would echo that I suspect. I know from a bit of direct experience as I was told by one of my universities most prominent outreach advocates that if I wanted to blend outreach with my research then I should only do it after tenure. Reality is reality. The reality of a CAREER grant is that it can change this reality. Being able to show that NSF was behind the blend of research and outreach I had in mind provided the 'money were your mouth is' needed to allow a junior faculty to do scientific research and to use scientific knowledge for outreach beyond the university walls. I will review how the CAREER program allowed me to branch out beyond the traditional role junior faculty can fall into. Along the way I will highlight some of the eduction/outreach projects explored and discuss successes as well as areas that could be improved in the future.

Transforming the junior level: Outcomes from instruction and research in E&M

NASA Astrophysics Data System (ADS)

Chasteen, Stephanie V.; Pollock, Steven J.; Pepper, Rachel E.; Perkins, Katherine K.

2012-12-01

Over the course of four years, we have researched and transformed a key course in the career of an undergraduate physics major—junior-level electricity and magnetism. With the aim of educating our majors based on a more complete understanding of the cognitive and conceptual challenges of upper-division courses, we used principles of active engagement and learning theory to develop course materials and conceptual assessments. Our research results from student and faculty interviews and observations also informed our approach. We present several measures of the outcomes of this work at the University of Colorado at Boulder and external institutions. Students in the transformed courses achieved higher learning gains compared to those in the traditionally taught courses, particularly in the areas of conceptual understanding and ability to articulate their reasoning about a problem. The course transformations appear to close a gender gap, improving female students’ scores on conceptual and traditional assessments so that they are more similar to those of male students. Students enthusiastically support the transformations, and indicate that several course elements provide useful scaffolding in conceptual understanding, as well as physicists’ “habits of mind” such as problem-solving approaches and work habits. Despite these positive outcomes, student conceptual learning gains do not fully meet faculty expectations, suggesting that it is valuable to further investigate how the content and skills indicative of “thinking like a physicist” can be most usefully taught at the upper division.

Nanocourses: A Short Course Format as an Educational Tool in a Biological Sciences Graduate Curriculum

PubMed Central

Bentley, Anna M.; Artavanis-Tsakonas, Spyros

2008-01-01

Traditional courses for graduate students in the biological sciences typically span a semester, are organized around the fundamental concepts of a single discipline, and are aimed at the needs of incoming students. Such courses demand significant time commitment from both faculty and course participants; thus, they are avoided by a subset of the academic science community. Course length and the high barrier to course development are inhibitory to the creation of new courses, especially in emerging areas of biology that may not merit a full-semester approach. Here, we describe the implementation of a new, graduate-level course format, created to allow for rapid development of courses, provide meaningful educational experiences for both junior and senior graduate students and other members of our community, and increase the breadth of faculty involvement in teaching. These courses are greatly abbreviated, and thus termed “nanocourses.” Based on experience from the first three semesters, nanocourses seem to accomplish the initial goals that we set. Importantly, nanocourses engaged students, postdoctoral fellows, faculty, and others, thus providing a new mechanism to educate our community in response to rapid advances in biology. In our view, nanocourses are a useful tool that can supplement graduate-level curricula in varied ways. PMID:18519608

Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers

PubMed Central

DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

2013-01-01

Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990

A need to accelerate health research productivity in an African University: the case of Makerere University College of Health Sciences.

PubMed

Nakanjako, Damalie; Akena, Dickens; Kaye, Dan K; Tumwine, James; Okello, Elialilia; Nakimuli, Annettee; Kambugu, Andrew; McCullough, Hazel; Mayanja-Kizza, Harriet; Kamya, Moses R; Sewankambo, Nelson K

2017-04-21

In the last decade, Makerere University College of Health Sciences (MakCHS) has taken strides in research and training to improve healthcare through collaborative training and research programs. However, there is limited data on the trends of MakCHS faculty contributions to research and on faculty growth to take leading roles in health research. This paper reviews MakCHS faculty research publications over 15.5 years and outlines possible strategies to enhance faculty research outputs. We used a mixed methods approach. A systematic review of research publications by faculty at MakCHS (PubMed and Google Scholar from January 1, 2000, to June 30, 2015) to quantify the number of research articles, areas researched, authorship contribution by MakCHS faculty, source of funding, as well as affiliated local and international collaborations. Graphs were used to shown trends in publications and leadership of authorship by faculty. Annual individual faculty research productivity was presented as publication per capita. Qualitative data on high priority needs to improve research outputs was collected through focus group discussions (FGDs) with faculty members, and analysed manually into emerging themes. Of 298 faculty at MakCHS at 2015, 89 (30%) were female and 229 (77%) were junior and mid-level faculty (senior lecturer and below). The PubMed and Google Scholar searches yielded 6927 published articles, of which 3399 (49%) full-text articles were downloaded for analysis, 426/3825 (11%) available as titles/abstracts only, and 598/4423 (14%) were excluded. Only 614 articles were published in 2014, giving a publication per capita of 2.1 for any authorship, and 0.3 for first and last authorship positions. MakCHS faculty increasingly contributed as first, second, third, and last authors. Up to 57% of research was in infectious diseases, followed by non-communicable diseases (20%) and non-communicable maternal child health (11%). Priority needs to improve research outputs, as expressed by faculty, were (1) an institutionally led faculty career development program, (2) skills building in research methods and scientific writing, (3) protected time for research related activities, (4) opportunities for collaborative research, and (5) use of individual development plans. Faculty research productivity was low and dominated by infectious diseases and non-communicable disease research. There is a need for structured institutional support to optimise faculty research outputs. Only with increased research productivity will MakCHS and other academic institutions be able to make a significant contribution in addressing national health challenges.

The "Sandwich Generation" in Korean Academe: Between Traditional Academic Authority and Meritocratic Culture

ERIC Educational Resources Information Center

Shin, Jung Cheol; Kim, Yangson; Lim, Heejin; Shim, Bongsup; Choi, Younggi

2015-01-01

This study investigates how academics hired during the period of rapid neoliberal reforms differ from the senior academics hired before the reforms and the junior academics hired after the reforms were institutionalized. The faculty members who were employed in a period of radical reform may be impacted by the additional requirements and tasks…

Ocoee Junior High School's Total School Reading Program on a Shoestring.

ERIC Educational Resources Information Center

Hinson, Bess; Williams, Robert W.

The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

One Secondary School's Subject-Area Teachers' Perspectives on Co-Teaching Students with Special Needs

ERIC Educational Resources Information Center

Legutko, Robert S.

2015-01-01

This study is an action research study conducted at one rural northeastern Pennsylvania junior/senior high school to gain secondary education subject-area teacher's perspectives on educating students with special needs in a co-teaching environment. A written open-ended questionnaire was issued to relevant faculty members which determined that…

Profesionalism Level of Teachers in State Junior High Schools in Purwokerto: Students' Perspective

ERIC Educational Resources Information Center

Ahmad; Sukardi, Tanto

2016-01-01

This study was aimed at describing the implementation of an apprenticeship for the second semester students held by the Faculty of Teacher, Training and Education, The University of Muhammadiyah Purwokerto, in two points: 1) the school condition, and 2) the students' understanding about the level of teacher professionalism. This study belonged to…

Mentors as Fellow Travelers

ERIC Educational Resources Information Center

Ambrosino, Roberta

2009-01-01

A junior faculty member arrives at an unfamiliar university for a new teaching assignment. She is poised for the adventure, but feels like a traveler at the edge of long, unknown road. She does not know what obstacles or vistas may appear on the road, and wants to avoid major potholes. She takes a nervous look around and finds an experienced…

Feasibility of an Internship Program for Women and Minorities in Educational Research.

ERIC Educational Resources Information Center

Jackson, Dorothy J.

Women and minority group junior faculty are underrepresented in academia and in the field of educational research. They carry heavier teaching loads than their white male counterparts, suffer from social and cultural discrimination, and are excluded from mentor relationships and the "old boy network." In an attempt to rectify this situation, the…

Specific Inhibitors of Histone Demethylases: Novel Chemical Agents for Breast Cancer Therapy

DTIC Science & Technology

2011-08-01

S. Ng, K. L. Kavanagh, M. A. McDonough, D. Butler , E. S. Pilka, B. M. R. Lienard, J. E. Bray, P. Savitsky, O. Gileadi, F. von Delft, N. R. Rose, J...University of California, Berkeley Postdoctoral Advisor: Professor Judith P. Klinman AWARDS AND HONORS  Ralph E. Powe Junior Faculty Award, Oak

Junior Faculty of Color in the Corporate University: Implications of Neoliberalism and Neoconservatism on Research, Teaching and Service

ERIC Educational Resources Information Center

Osei-Kofi, Nana

2012-01-01

In higher education today, an overwhelming acceptance of neoliberal and neoconservative ideologies that advance corporate logics of efficiency, competition and profit maximization is commonplace. Market-driven logics and neoconservative ideals shape decision-making about what is taught, how material is taught, who teaches, who does research, who…

Advancing Women and Minorities in Educational Research: The Need for Training and Networking.

ERIC Educational Resources Information Center

Jackson, Dorothy J.

This paper reports the findings of a study determining the feasibility of establishing a research training program for women and minorities. Focused on are the career characteristics of women and minority junior faculty at four year institutions in the mid-Atlantic region, their research training, experience, and need for training as well as…

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

PubMed

Thompson, Dennis F; Nahata, Milap C

2012-11-12

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

An exploration of undergraduate medical students' satisfaction with faculty support supervision during community placements in Uganda

PubMed Central

Mubuuke, AG; Oria, H; Dhabangi, A; Kiguli, S; Sewankambo, NK

2015-01-01

Introduction To produce health professionals who are oriented towards addressing community priority health needs, the training in medical schools has been transformed to include a component of community-based training. During this period, students spend a part of their training in the communities they are likely to serve upon graduation. They engage and empower local people in the communities to address their health needs during their placements, and at the same time learn from the people. During the community-based component, students are constantly supervised by faculty from the university to ensure that the intended objectives are achieved. The purpose of the present study was to explore student experiences of support supervision from university faculty during their community-based education, research and service (COBERS placements) and to identify ways in which the student learning can be improved through improved faculty supervision. Methods This was a cross-sectional study involving students at the College of Health Sciences, Makerere University, Uganda, who had a community-based component during their training. Data were collected using both questionnaires and focus group discussions. Quantitative data were analyzed using statistical software and thematic approaches were used for the analysis of qualitative data. Results Most students reported satisfaction with the COBERS supervision; however, junior students were less satisfied with the supervision than the more senior students with more experience of community-based training. Although many supervisors assisted students before departure to COBERS sites, a significant number of supervisors made little follow-up while students were in the community. Incorporating the use of information technology avenues such as emails and skype sessions was suggested as a potential way of enhancing supervision amidst resource constraints without faculty physically visiting the sites. Conclusions Although many students were satisfied with COBERS supervision, there are still some challenges, mostly seen with the more junior students. Using information technology could be a solution to some of these challenges. PMID:26626014

Effects of assessing the productivity of faculty in academic medical centres: a systematic review

PubMed Central

Akl, Elie A.; Meerpohl, Joerg J.; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G.; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J.

2012-01-01

Background: Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. Methods: We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Results: Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Interpretation: Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits and harms of such assessment strategies is needed. PMID:22641686

An exploration of undergraduate medical students' satisfaction with faculty support supervision during community placements in Uganda.

PubMed

Mubuuke, Aloysius G; Oria, Hussein; Dhabangi, Aggrey; Kiguli, Sarah; Sewankambo, Nelson K

2015-01-01

To produce health professionals who are oriented towards addressing community priority health needs, the training in medical schools has been transformed to include a component of community-based training. During this period, students spend a part of their training in the communities they are likely to serve upon graduation. They engage and empower local people in the communities to address their health needs during their placements, and at the same time learn from the people. During the community-based component, students are constantly supervised by faculty from the university to ensure that the intended objectives are achieved. The purpose of the present study was to explore student experiences of support supervision from university faculty during their community-based education, research and service (COBERS placements) and to identify ways in which the student learning can be improved through improved faculty supervision. This was a cross-sectional study involving students at the College of Health Sciences, Makerere University, Uganda, who had a community-based component during their training. Data were collected using both questionnaires and focus group discussions. Quantitative data were analyzed using statistical software and thematic approaches were used for the analysis of qualitative data. Most students reported satisfaction with the COBERS supervision; however, junior students were less satisfied with the supervision than the more senior students with more experience of community-based training. Although many supervisors assisted students before departure to COBERS sites, a significant number of supervisors made little follow-up while students were in the community. Incorporating the use of information technology avenues such as emails and skype sessions was suggested as a potential way of enhancing supervision amidst resource constraints without faculty physically visiting the sites. Although many students were satisfied with COBERS supervision, there are still some challenges, mostly seen with the more junior students. Using information technology could be a solution to some of these challenges.

Evaluating Professionalism, Practice-Based Learning and Improvement, and Systems-Based Practice: Utilization of a Compliance Form and Correlation with Conflict Styles

PubMed Central

Ogunyemi, Dotun; Eno, Michelle; Rad, Steve; Fong, Alex; Alexander, Carolyn; Azziz, Ricardo

2010-01-01

Objective The purpose of this article was to develop and determine the utility of a compliance form in evaluating and teaching the Accreditation Council for Graduate Medical Education competencies of professionalism, practice-based learning and improvement, and systems-based practice. Methods In 2006, we introduced a 17-item compliance form in an obstetrics and gynecology residency program. The form prospectively monitored residents on attendance at required activities (5 items), accountability of required obligations (9 items), and completion of assigned projects (3 items). Scores were compared to faculty evaluations of residents, resident status as a contributor or a concerning resident, and to the residents' conflict styles, using the Thomas-Kilmann Conflict MODE Instrument. Results Our analysis of 18 residents for academic year 2007–2008 showed a mean (standard error of mean) of 577 (65.3) for postgraduate year (PGY)-1, 692 (42.4) for PGY-2, 535 (23.3) for PGY-3, and 651.6 (37.4) for PGY-4. Non-Hispanic white residents had significantly higher scores on compliance, faculty evaluations on interpersonal and communication skills, and competence in systems-based practice. Contributing residents had significantly higher scores on compliance compared with concerning residents. Senior residents had significantly higher accountability scores compared with junior residents, and junior residents had increased project completion scores. Attendance scores increased and accountability scores decreased significantly between the first and second 6 months of the academic year. There were positive correlations between compliance scores with competing and collaborating conflict styles, and significant negative correlations between compliance with avoiding and accommodating conflict styles. Conclusions Maintaining a compliance form allows residents and residency programs to focus on issues that affect performance and facilitate assessment of the ACGME competencies. Postgraduate year, behavior, and conflict styles appear to be associated with compliance. A lack of association with faculty evaluations suggests measurement of different perceptions of residents' behavior. PMID:21976093

Evaluating professionalism, practice-based learning and improvement, and systems-based practice: utilization of a compliance form and correlation with conflict styles.

PubMed

Ogunyemi, Dotun; Eno, Michelle; Rad, Steve; Fong, Alex; Alexander, Carolyn; Azziz, Ricardo

2010-09-01

The purpose of this article was to develop and determine the utility of a compliance form in evaluating and teaching the Accreditation Council for Graduate Medical Education competencies of professionalism, practice-based learning and improvement, and systems-based practice. In 2006, we introduced a 17-item compliance form in an obstetrics and gynecology residency program. The form prospectively monitored residents on attendance at required activities (5 items), accountability of required obligations (9 items), and completion of assigned projects (3 items). Scores were compared to faculty evaluations of residents, resident status as a contributor or a concerning resident, and to the residents' conflict styles, using the Thomas-Kilmann Conflict MODE Instrument. Our analysis of 18 residents for academic year 2007-2008 showed a mean (standard error of mean) of 577 (65.3) for postgraduate year (PGY)-1, 692 (42.4) for PGY-2, 535 (23.3) for PGY-3, and 651.6 (37.4) for PGY-4. Non-Hispanic white residents had significantly higher scores on compliance, faculty evaluations on interpersonal and communication skills, and competence in systems-based practice. Contributing residents had significantly higher scores on compliance compared with concerning residents. Senior residents had significantly higher accountability scores compared with junior residents, and junior residents had increased project completion scores. Attendance scores increased and accountability scores decreased significantly between the first and second 6 months of the academic year. There were positive correlations between compliance scores with competing and collaborating conflict styles, and significant negative correlations between compliance with avoiding and accommodating conflict styles. Maintaining a compliance form allows residents and residency programs to focus on issues that affect performance and facilitate assessment of the ACGME competencies. Postgraduate year, behavior, and conflict styles appear to be associated with compliance. A lack of association with faculty evaluations suggests measurement of different perceptions of residents' behavior.

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.

A Formal Mentorship Program for Faculty Development

PubMed Central

Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V.

2014-01-01

Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. Methods. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Results. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges’ number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college’s pharmacy practice and administration department. Conclusions. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés. PMID:24954940

A formal mentorship program for faculty development.

PubMed

Jackevicius, Cynthia A; Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V

2014-06-17

To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college's pharmacy practice and administration department. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.

Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores.

PubMed

Kim, Roger H; Gilbert, Timothy; Ristig, Kyle; Chu, Quyen D

2013-09-01

As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigm of surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a single-modality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones (R(2) = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). Most general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style. Copyright © 2013 Elsevier Inc. All rights reserved.

Earth Sciences at Boston University: Reorientation and Renewal

NASA Astrophysics Data System (ADS)

Murray, R. W.; Simpson, C.

2003-12-01

Beginning in 1994 with the renaming of its Department of Geology as the Department of Earth Sciences, Boston University has invested much effort into developing a modern, energetic department that excels in its dual research and teaching mission. These changes required strong leadership at the departmental and senior administrative level, but they have resulted in a moderately sized program (9.5 full time faculty) that is competing with "Top Ten" institutions for graduate students and faculty, and which is also placing its undergraduates in the leading graduate programs. Most of the revitalization was achieved over a 5-year period in which across the board changes occurred in our undergraduate curriculum and during which we recruited junior and mid-level faculty on the basis of their scholarly abilities and for their belief in the culture of our new mission and program. The undergraduate curriculum, which had been oriented towards traditional geologic offerings, was greatly increased in rigor (requiring a full year each of calculus, physics, and chemistry) and redesigned to expand flexibility in the broad field of earth sciences. During the evolution of the curriculum, it was extremely important not to confuse "tradition" with "rigor". Undergraduates became more critically involved with our research mission through senior theses, a formal Undergraduate Research Opportunities program, and by work-study participation in the laboratories. By making the program more challenging, over the period of 3 years we doubled the number of majors and minors and increased the average GPA by 0.5 units. Now, after 8 years, we have nearly tripled our overall number of students, with further improvements in quality and intellectual diversity. The opportunity to replace departing senior faculty was achieved through effectively arguing to the central administration that modern earth sciences are an essential component of any leading institution of higher education. By persuading the administration to take advantage of targets of opportunity in hiring, we were able to recruit about 1/3 highly visible mid- or senior-level faculty and 2/3 junior faculty. Recruitment of an external Chair was the single most critical action, and was taken near the outset of the rejuvenation. Further hires were staggered over 5-8 years, to ensure compatibility and minimize transitional issues, and are continuing. We did not replace departing expertise with that same expertise and, above all, faculty with quantitative approaches to earth sciences were welcomed. Once on-campus, all faculty are involved in the various aspects of the re-building process, so that all are enfranchised and invested in the program. Based on AGI statistics, critical mass in earth sciences only begins to be realized at the level of 13-15 full time faculty. We have not achieved that number yet, but have created an integrated program by ensuring cross-fertilization across the scientific methods used by the various faculty. The key strategy was to ensure that regardless of a professor's specific orientation, the approach taken is relevant to a variety of disciplines (e.g., chemical diffusion in metamorphism is analogous to diagenesis). As a result, our research productivity has increased by an order-of-magnitude as measured by external grants and journal citations, with each faculty member now supporting 2-3 graduate students and their associated research costs. In less than 8 years, the department has not only changed direction and dramatically increased in student size and quality, but in the process it has gained a national and international stature that speaks well of our efforts to date and serves as a stimulus for further gains.

BL Lacertae Objects

NASA Technical Reports Server (NTRS)

Stocke, John T.

1998-01-01

This grant has contributed to one of the original goals of the NAS/LTSA program, the goal of junior faculty development. Below I briefly summarize the following major results on BL Lacertae Objects that we have obtained. An invited talk on BL Lac Objects at IAU 175 "Extragalactic Radio Sources" at Bologna Italy in October 1995 summarized some of these results. A second invited talk in Oct 1998 at Green Bamk, WVA presented other BL Lac results at the conference entitled: "Highly Redshifted Radio Lines". We have used the EMSS sample to measure the X-ray luminosity function and cosmological evolution of BL Lacs. A new large sample of XBLs has been discovered.

Andre Hellegers and Carroll House: architect and blueprint for the Kennedy Institute of Ethics.

PubMed

Harvey, John Collins

2004-06-01

The Newman programs established at secular colleges and universities provided an opportunity for intellectual, spiritual, and social growth among the Catholic student population. As a young physician and junior medical faculty member, Andre Hellegers took part in the early organization and ongoing work of Carroll House, the Newman Center at the Johns Hopkins Medical Institutions. Helleger's experience at Carroll House enabled him to develop a clear blueprint of an academic center of excellence for the scientific, theological, and philosophical exploration of the many problems that he had seen and foresaw in medicine. That center would become Georgetown's Kennedy Institute of Ethics.

Part-time physician faculty in a pediatrics department: a study of equity in compensation and academic advancement.

PubMed

Darbar, Mumtaz; Emans, S Jean; Harris, Z Leah; Brown, Nancy J; Scott, Theresa A; Cooper, William O

2011-08-01

To assess equity in compensation and academic advancement in an academic pediatrics department in which a large proportion of the physician faculty hold part-time appointments. The authors analyzed anonymized data from Vanderbilt University School of Medicine Department of Pediatrics databases for physician faculty (faculty with MD or MD/PhD degrees) employed during July 1, 2007 to June 30, 2008. The primary outcomes were total compensation and years at assistant professor rank. They compared compensation and years at junior rank by part-time versus full-time status, controlling for gender, rank, track, years since first appointment as an assistant professor, and clinical productivity. Of the 119 physician faculty in the department, 112 met inclusion criteria. Among those 112 faculty, 23 (21%) were part-time and 89 (79%) were full-time faculty. Part-time faculty were more likely than full-time faculty to be women (74% versus 28%, P < .001) and married (100% versus 84%, P = .042). Analyses accounting for gender, years since first appointment, rank, clinical productivity, and track did not demonstrate significant differences in compensation by part-time versus full-time status. In other adjusted analyses, faculty with part-time appointments spent an average of 2.48 more years as an assistant professor than did faculty with full-time appointments. Overall group differences in total compensation were not apparent in this department, but physician faculty with part-time appointments spent more time at the rank of assistant professor. This study provides a model for determining and analyzing compensation and effort to ensure equity and transparency across faculty.

Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

NASA Astrophysics Data System (ADS)

Gandhi, Pooja

Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

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

NASA Astrophysics Data System (ADS)

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

2018-06-01

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

Policy Statements for the Associate Degree, the Associate in Applied Science Degree, and the Associate Degree in Nursing.

ERIC Educational Resources Information Center

American Association of Community and Junior Colleges, Washington, DC.

The policy statements contained in this document present the position of the American Association of Community and Junior Colleges (AACJC) on the Associate Degree, the Associate in Applied Science Degree (AAS), and the Associate Degree in Nursing. In its statement on the Associate Degree, the AACJC: (1) stresses the responsibility of faculty and…

Investing in future pediatric subspecialists: a fellowship curriculum that prepares for the transition to academic careers

PubMed Central

Rama, Jennifer A.; Campbell, Judith R.; Balmer, Dorene F.; Turner, Teri L.; Hsu, Deborah C.

2015-01-01

Background The experience of transitioning to an academic faculty position can be improved with standardized educational interventions. Although a number of such interventions have been described, few utilize an evaluation framework, describe a robust evaluation process, and address why their interventions were successful. In this article, the authors apply a logic model to describe their efforts to develop, implement, evaluate, and revise a comprehensive academic career development curriculum among pediatric subspecialty fellows. They describe inputs, activities, outputs, and outcomes using quantitative data from fellow evaluations and qualitative data from faculty interviews. Methods Methods are described under the input and activities sections. The curriculum started with collaboration among educational leadership and conducting a needs assessment. Using the needs assessment results and targeted learning objectives, we piloted the curriculum and then implemented the full curriculum 1 year later. Results Results are described under the outputs and outcomes sections. We present immediate, short-term, and 6-month evaluation data. Cumulative data over 3 years reveal that fellows consistently acquired knowledge relevant to transitioning and that they applied acquired knowledge to prepare for finding jobs and career advancement. The curriculum also benefits faculty instructors who gain a sense of reward by filling a critical knowledge gap and fostering fellows’ professional growth. Conclusion The authors relate the success and effectiveness of the curriculum to principles of adult learning, and share lessons learned, including the importance of buy-in from junior and senior fellows and faculty, collaboration, and designating the time to teach and learn. PMID:25861876

The benefits and challenges of research centers and institutes in academic medicine: findings from six universities and their medical schools.

PubMed

Mallon, William T

2006-06-01

To understand the benefits and challenges of using centers and institutes in the academic research enterprise, and to explore institutional strategies that capitalize on the strengths and ameliorate the weaknesses of the center/institute structure. Using a qualitative research design, the author and associates interviewed over 150 faculty members and administrators at six medical schools and their parent universities in 2004. Interview data were transcribed, coded, and analyzed using a grounded theory approach. This methodology generated rich descriptions and explanations of the six institutions, which can produce extrapolations to, but not necessarily findings that are generalizable to, other institutions and settings. Centers and institutes offer a number of benefits to academic institutions. Centers can aid in faculty recruitment and retention, facilitate collaboration in research, secure research resources, offer a sense of community and promote continued learning, afford organizational flexibility, and focus on societal problems and raise funds. Despite their many benefits, centers can also create tensions and present management challenges to institutional leaders. Centers can compete with departments over resources, complicate faculty recruitment, contribute to a fragmented mission, resist effective evaluation, pose governance problems, and impede junior faculty development. Institutional leaders might capitalize on the strengths of centers through three strategies: (1) reward leaders who embrace a collaborative point of view and develop a culture that frowns upon empire building; (2) distinguish among the many entities that share the "center" or "institute" labels; and (3) acknowledge that departments must maintain their place in the organizational milieu.

Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?

PubMed Central

Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.

2010-01-01

Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as research activities. Our findings show this strategy to significantly impact the job satisfaction and retention of clinical track faculty members. PMID:20880368

Leadership Development Through Peer-Facilitated Simulation in Nursing Education.

PubMed

Brown, Karen M; Rode, Jennifer L

2018-01-01

Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.]. Copyright 2018, SLACK Incorporated.

Detection of Early lung Cancer Among Military Personnel (DECAMP)

DTIC Science & Technology

2017-10-01

addition of two new recruitment sites. We have recruited ~75% of the 500 total subjects in the indeterminate pulmonary nodule study (Protocol 1), and...60% of the 800 total subjects in the longitudinal screening study (Protocol 2). We have also added a junior faculty pulmonary physician and scientific...supplement infrastructure support within DECAMP and pursue additional biomarker studies . 15. SUBJECT TERMS 16. SECURITY CLASSIFICATION OF: 17

A Hybrid Integrated Laboratory and Inquiry-Based Research Experience: Replacing Traditional Laboratory Instruction with a Sustainable Student-Led Research Project

ERIC Educational Resources Information Center

Hartings, Matthew R.; Fox, Douglas M.; Miller, Abigail E.; Muratore, Kathryn E.

2015-01-01

The Department of Chemistry at American University has replaced its junior- and senior-level laboratory curriculum with two, two-semester long, student-led research projects as part of the department's American Chemical Society-accredited program. In the first semester of each sequence, a faculty instructor leads the students through a set of…

Modeling Various Teaching Methods in a Faculty of Education in Science Education: Chalk and Talk, Virtual Labs or Hovercrafts

ERIC Educational Resources Information Center

Laronde, Gerald; MacLeod, Katarin

2012-01-01

This research was conducted with 291 Junior/Intermediate (J/I) pre-service teachers in a ubiquitous laptop Bachelor of Education program at Nipissing University. The authors modeled a lesson using three different teaching styles using flight as the content medium, a specific expectation found in the Ontario Ministry of Education grade six Science…

Intercultural Sensitivity Levels of Turkish Pre-Service Foreign Language Teachers: Examples from Education Faculties of Two Universities in Turkey

ERIC Educational Resources Information Center

Yetis, Veda Aslim; Kurt, Çigdem

2016-01-01

The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher…

The Davis Junior High Global Warming Project and Bike/Walk to School Challenge

NASA Astrophysics Data System (ADS)

King, A.; Anastasio, C.; Niemeier, D.; Scow, K.

2007-12-01

Junior high school students in Davis, CA, were targeted in an outreach project combining interactive and hands- on information about global warming and carbon footprints with a bike/walk to school challenge. The project was conducted by the Kearney Foundation of Soil Science, the Department of Land, Air and Water Resources and the John Muir Institute of the Environment at the University of California Davis. Approximately 70 undergraduates, graduate students, post-doc researchers, faculty and staff from UCD and the town of Davis were involved. Workshops were held in the 7th, 8th and 9th grade science classes in Davis' 3 junior high schools, reaching a total of 1700 students. Each 50-minute presentation consisted of a Global Warming Jeopardy game, followed by individual calculation of carbon footprints oriented towards a junior high school student. Biking or walking to school, instead commuting by car, was introduced as an important and feasible activity that could reduce one's carbon footprint. Working with staff from each junior high, students were then challenged to increase biking or walking to school during a 2 week Bike/Walk to School Challenge . UCD students and staff monitored automobile commuting (# cars, idle time) and bike use during this time and provided incentives for biking or walking . All schools were recognized for efforts to reduce their carbon footprints, and the concept was reinforced at the start of the following school year by planting a tree at each school.

Succeeding as a Clinician Educator: useful tips and resources.

PubMed

Castiglioni, Analia; Aagaard, Eva; Spencer, Abby; Nicholson, Laura; Karani, Reena; Bates, Carol K; Willett, Lisa L; Chheda, Shobhina G

2013-01-01

Clinician Educators (CEs) play an essential role in the education and patient care missions of academic medical centers. Despite their crucial role, academic advancement is slower for CEs than for other faculty. Increased clinical productivity demands and financial stressors at academic medical centers add to the existing challenges faced by CEs. This perspective seeks to provide a framework for junior CEs to consider with the goal of maximizing their chance of academic success. We discuss six action areas that we consider central to flourishing at academic medical centers: 1. Clarify what success means and define goals; 2. Seek mentorship and be a responsible mentee; 3. Develop a niche and engage in relevant professional development; 4. Network; 5. Transform educational activities into scholarship; and 6. Seek funding and other resources.

Perspectives on the formation of an interdisciplinary research team.

PubMed

Dodson, M V; Guan, L L; Fernyhough, M E; Mir, P S; Bucci, L; McFarland, D C; Novakofski, J; Reecy, J M; Ajuwon, K M; Thompson, D P; Hausman, G J; Benson, M; Bergen, W G; Jiang, Z

2010-01-08

As research funding becomes more competitive, it will be imperative for researchers to break the mentality of a single laboratory/single research focus and develop an interdisciplinary research team aimed at addressing real world challenges. Members of this team may be at the same institution, may be found regionally, or may be international. However, all must share the same passion for a topic that is bigger than any individual's research focus. Moreover, special consideration should be given to the professional development issues of junior faculty participating in interdisciplinary research teams. While participation may be "humbling" at times, the sheer volume of research progress that may be achieved through interdisciplinary collaboration, even in light of a short supply of grant dollars, is remarkable. Copyright 2009 Elsevier Inc. All rights reserved.

Learning, education and satisfaction after compulsory rotating internship in Kathmandu University Medical School: a qualitative study of interns' response.

PubMed

Shrestha, D; Mishra, B

2008-01-01

Internship is an integral part of MBBS training programme and mandatory to all students. Kathmandu University Medical School has adopted a programme of compulsory one year rotating internship including 6 weeks community exposure in out reach clinics for the first batch of students. The purpose of the study is to evaluate interns' feedback concerning learning, education and satisfaction. A questionnaire with 47 items was administered to 30 interns who had finished one year rotating internship in Kathmandu University Medical School. Fourty-two responses were graded according in Likert scale and 5 open ended questions were analyzed for common themes. The mean age of the interns was 24.77+/-0.67 yrs with female: male ratio of 1.5:1. Confidence level of communication of interns with faculties was lesser than with junior doctors and patients. Junior doctors and colleagues contributed more in interns' learning than faculties. Community exposure for 6 weeks was considered lengthy and lacking of clear objectives. However, 53.3% interns agreed that achievement of objectives of community posting was high or very high. Of the interns, 50% perceived certain degree of physical or mental or sexual harassment during internship. Interns raised the issue of not involving them as a part of team during clinical posting. Clinical competencies for most of the skills were high or very high. Interns have learned clinical skills and patient care in one year internship programme but contribution of junior doctors and colleague are more than teachers. Clear objectives are needed before clinical and community postings. Process of providing regular feedback from interns and vice versa should be implemented to improve interns' learning, education and satisfaction.

Lessons learned from curriculum changes and setting curriculum objectives at the University of Pennsylvania's Earth and Environmental Science Department

NASA Astrophysics Data System (ADS)

Dmochowski, J. E.

2009-12-01

Recent restructuring of the University of Pennsylvania’s curriculum, including a revised multi-disciplinary Environmental Studies major and a proposed Environmental Science major has led to several changes, including a mandatory junior research seminar. Feedback from students indicates that a more structured curriculum has helped guide them through the multi-disciplinary Environmental Studies major. The addition of mandatory courses in Statistics, Geographical and Environmental Modeling, as well as Economics and Policy has ensured that students have important skills needed to succeed after graduation. We have compiled a curriculum objective matrix to clarify both the broad and focused objectives of our curriculum and how each course helps to fulfill these objectives. An important aspect of both majors is the Senior Thesis. The junior research seminar was recently revised to help students prepare for their thesis research. Topic selection, library research, data presentation, basic research methods, advisor identification, and funding options are discussed. Throughout the course, faculty from within the department lecture about their research and highlight opportunities for undergraduates. In one assignment, students are given a few types of datasets and asked to present the data and error analysis in various formats using different software (SPSS and Excel). The final paper was a research proposal outlining the student’s Senior Thesis. Based on both the university and instructor written course evaluations, students felt they benefited most from writing their senior thesis proposal; doing assignments on data analysis, library research and critical analysis; and the faculty research lectures. The lessons learned in restructuring this flexible major and providing a research seminar in the junior year may benefit other departments considering such changes.

DOE EPSCoR Initiative in Structural and computational Biology/Bioinformatics

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

Wallace, Susan S.

2008-02-21

The overall goal of the DOE EPSCoR Initiative in Structural and Computational Biology was to enhance the competiveness of Vermont research in these scientific areas. To develop self-sustaining infrastructure, we increased the critical mass of faculty, developed shared resources that made junior researchers more competitive for federal research grants, implemented programs to train graduate and undergraduate students who participated in these research areas and provided seed money for research projects. During the time period funded by this DOE initiative: (1) four new faculty were recruited to the University of Vermont using DOE resources, three in Computational Biology and one inmore » Structural Biology; (2) technical support was provided for the Computational and Structural Biology facilities; (3) twenty-two graduate students were directly funded by fellowships; (4) fifteen undergraduate students were supported during the summer; and (5) twenty-eight pilot projects were supported. Taken together these dollars resulted in a plethora of published papers, many in high profile journals in the fields and directly impacted competitive extramural funding based on structural or computational biology resulting in 49 million dollars awarded in grants (Appendix I), a 600% return on investment by DOE, the State and University.« less

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

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

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

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

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

PubMed Central

2014-01-01

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

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

PubMed

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

2014-01-08

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

The Integrated Sequence: An Innovative Component of Four Courses in the General Education Program at Davis & Elkins College. A Digest of Program Elements, Developmental Background, and Faculty Dynamics.

ERIC Educational Resources Information Center

Gartmann, Will

The Integrated Sequence Program at Davis & Elkins College, which consists of four team-taught, interdisciplinary courses, is described, along with the origins and philosophy of the program. The courses are as follows: Human Freedom and the Counterforces (freshman year); World Culture (sophomore year); Comparative Ideas (junior year); and The…

Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs

ERIC Educational Resources Information Center

Keramidas, Natacha L.

2017-01-01

Mentoring can change the course of our lives and, in graduate education, is defined as "a personal relationship in which a more experienced faculty member or professional acts as a guide, role model, teacher, and sponsor of a less experienced graduate student or junior professional" (Johnson, 2002, p. 88). It has been posited that this…

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.

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

Weber, Peter M.

Executive Summary In conjunction with the Brown Energy Initiative, research Projects selected for the fuel cell research grant were selected on the following criteria: They should be fundamental research that has the potential to significantly impact the nation’s energy infrastructure. They should be scientifically exciting and sound. They should synthesize new materials, lead to greater insights, explore new phenomena, or design new devices or processes that are of relevance to solving the energy problems. They involve top-caliper senior scientists with a record of accomplishment, or junior faculty with outstanding promise of achievement. They should promise to yield at least preliminarymore » results within the given funding period, which would warrant further research development. They should fit into the overall mission of the Brown Energy Initiative, and the investigators should contribute as partners to an intellectually stimulating environment focused on energy science. Based on these criteria, fourteen faculty across three disciplines (Chemistry, Physics and Engineering) and the Charles Stark Draper Laboratory were selected to participate in this effort.1 In total, there were 30 people supported, at some level, on these projects. This report highlights the findings and research outcomes of the participating researchers.« less

Love letters: an anthology of constructive relationship advice shared between junior mentees and their mentors.

PubMed

Gillespie, Suzanne M; Thornburg, Loralei L; Caprio, Thomas V; Medina-Walpole, Annette

2012-09-01

Mentorship is critical to the professional success of physicians, physicians-in-training, and junior faculty in academic practice. There are challenges to being a thoughtful and effective mentor and to being an engaged mentee. Many physicians and physicians-in-training cite difficulty finding professional time to dedicate to building their mentoring relationships, particularly given demanding clinical workloads and competing time commitments. Therefore, making the most out of the time in mentoring relationships is key to success. We present a collection of frustrations and good advice that have been passed between mentees and mentors on improving the mentor-mentee relationship. The information was compiled from actual interactions between mentors and mentees, and these "love letters" draw on complex associations, which like any "committed" relationship require constant reevaluation and discussion to bring them to their full potential.

Attitude of teaching faculty towards statistics at a medical university in Karachi, Pakistan.

PubMed

Khan, Nazeer; Mumtaz, Yasmin

2009-01-01

Statistics is mainly used in biological research to verify the clinicians and researchers findings and feelings, and gives scientific validity for their inferences. In Pakistan, the educational curriculum is developed in such a way that the students who are interested in entering in the field of biological sciences do not study mathematics after grade 10. Therefore, due to their fragile background of mathematical skills, the Pakistani medical professionals feel that they do not have adequate base to understand the basic concepts of statistical techniques when they try to use it in their research or read a scientific article. The aim of the study was to assess the attitude of medical faculty towards statistics. A questionnaire containing 42 close-ended and 4 open-ended questions, related to the attitude and knowledge of statistics, was distributed among the teaching faculty of Dow University of Health Sciences (DUHS). One hundred and sixty-seven filled questionnaires were returned from 374 faculty members (response rate 44.7%). Forty-three percent of the respondents claimed that they had 'introductive' level of statistics courses, 63% of the respondents strongly agreed that a good researcher must have some training in statistics, 82% of the faculty was in favour (strongly agreed or agreed) that statistics was really useful for research. Only 17% correctly stated that statistics is the science of uncertainty. Half of the respondents accepted that they have problem of writing the statistical section of the article. 64% of the subjects indicated that statistical teaching methods were the main reasons for the impression of its difficulties. 53% of the faculty indicated that the co-authorship of the statistician should depend upon his/her contribution in the study. Gender did not show any significant difference among the responses. However, senior faculty showed higher level of the importance for the use of statistics and difficulties of writing result section of articles as compared to junior faculty. The study showed a low level of knowledge, but high level of the awareness for the use of statistical techniques in research and exhibited a good level of motivation for further training.

3,700 USAF Junior Acquisition Officers! Rebalance USAF Manning Priorities Now

DTIC Science & Technology

2017-04-06

duties because they represent basically “no-cost” manpower to the headquarters and base -level leaders. The USAF pays for their military salary and...Colonel, United States Air Force A Research Report Submitted to the Faculty In Partial Fulfillment of the Graduation Requirements Advisor: Colonel...academic research paper are those of the author and do not reflect the official policy or position of the US government, the Department of Defense

MEETING EDUCATIONAL NEEDS FOR POST-HIGH SCHOOL AGE YOUTH AND ADULTS IN ALABAMA, A REPORT OF CONFERENCES HELD ON VOCATIONAL, TECHNICAL, AND JUNIOR COLLEGE EDUCATION (AUBURN UNIVERSITY, 1964).

ERIC Educational Resources Information Center

Auburn Univ., AL. School of Education.

SPEECHES GIVEN AT THREE MEETINGS ARE INCLUDED--(1) A FACULTY MEETING OF THE SCHOOL OF EDUCATION, AUBURN UNIVERSITY (JANUARY 31, 1964), (2) THE ANNUAL SPRING CONFERENCE OF THE ALABAMA ASSOCIATION OF SCHOOL ADMINISTRATORS (APRIL 26-27, 1964), AND (3) A CONFERENCE SPONSORED BY THE SCHOOL OF EDUCATION AUBURN UNIVERSITY (JUNE 22-23, 1964). THE SPEECHES…

Hot topics, urgent priorities, and ensuring success for racial/ethnic minority young investigators in academic pediatrics.

PubMed

Flores, Glenn; Mendoza, Fernando S; Fuentes-Afflick, Elena; Mendoza, Jason A; Pachter, Lee; Espinoza, Juan; Fernandez, Cristina R; Arnold, Danielle D P; Brown, Nicole M; Gonzalez, Kymberly M; Lopez, Cynthia; Owen, Mikah C; Parks, Kenya M; Reynolds, Kimberly L; Russell, Christopher J

2016-12-09

The number of racial/ethnic minority children will exceed the number of white children in the USA by 2018. Although 38% of Americans are minorities, only 12% of pediatricians, 5% of medical-school faculty, and 3% of medical-school professors are minorities. Furthermore, only 5% of all R01 applications for National Institutes of Health grants are from African-American, Latino, and American Indian investigators. Prompted by the persistent lack of diversity in the pediatric and biomedical research workforces, the Academic Pediatric Association Research in Academic Pediatrics Initiative on Diversity (RAPID) was initiated in 2012. RAPID targets applicants who are members of an underrepresented minority group (URM), disabled, or from a socially, culturally, economically, or educationally disadvantaged background. The program, which consists of both a research project and career and leadership development activities, includes an annual career-development and leadership conference which is open to any resident, fellow, or junior faculty member from an URM, disabled, or disadvantaged background who is interested in a career in academic general pediatrics. As part of the annual RAPID conference, a Hot Topic Session is held in which the young investigators spend several hours developing a list of hot topics on the most useful faculty and career-development issues. These hot topics are then posed in the form of six "burning questions" to the RAPID National Advisory Committee (comprised of accomplished, nationally recognized senior investigators who are seasoned mentors), the RAPID Director and Co-Director, and the keynote speaker. The six compelling questions posed by the 10 young investigators-along with the responses of the senior conference leadership-provide a unique resource and "survival guide" for ensuring the academic success and optimal career development of young investigators in academic pediatrics from diverse backgrounds. A rich conversation ensued on the topics addressed, consisting of negotiating for protected research time, career trajectories as academic institutions move away from an emphasis on tenure-track positions, how "non-academic" products fit into career development, racism and discrimination in academic medicine and how to address them, coping with isolation as a minority faculty member, and how best to mentor the next generation of academic physicians.

Do we need to overcome barriers to learning in the workplace for foundation trainees rotating in neurosurgery in order to improve training satisfaction?

PubMed

Phan, Pho Nh; Patel, Keyur; Bhavsar, Amar; Acharya, Vikas

2016-01-01

Junior doctors go through a challenging transition upon qualification; this repeats every time they start a rotation in a new department. Foundation level doctors (first 2 years postqualification) in neurosurgery are often new to the specialty and face various challenges that may result in significant workplace dissatisfaction. The neurosurgical environment is a clinically demanding area with a high volume of unwell patients and frequent emergencies - this poses various barriers to learning in the workplace for junior doctors. We identify a number of key barriers and review ideas that can be trialed in the department to overcome them. Through an evaluation of current suggestions in the literature, we propose that learning opportunities need to be made explicit to junior doctors in order to encourage them to participate as a member of the team. We consider ideas for adjustments to the induction program and the postgraduate medical curriculum to shift the focus from medical knowledge to improving confidence and clinical skills in newly qualified doctors. Despite being a powerful window for opportunistic learning, the daily ward round is unfortunately not maximized and needs to be more learner focused while maintaining efficiency and time consumption. Finally, we put forward the idea of an open forum where trainees can talk about their learning experiences, identify subjective barriers, and suggest solutions to senior doctors. This would be achieved through departmental faculty development. These interventions are presented within the context of the neurosurgical ward; however, they are transferable and can be adapted in other specialties and departments.

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.

Preoperative learning goals set by surgical residents and faculty.

PubMed

Pernar, Luise I M; Breen, Elizabeth; Ashley, Stanley W; Peyre, Sarah E

2011-09-01

The operating room (OR) remains the main teaching venue for surgical trainees. The OR is considered a pure-discovery learning environment; the downsides of this can be putatively overcome when faculty and trainee arrive at a shared understanding of learning. This study aimed to better understand preoperative learning goals to identify areas of commonalities and potential barrier to intraoperative teaching. Brief, structured preoperative interviews were conducted outside the OR with the resident and faculty member who were scheduled to operate together. Answers were analyzed and grouped using grounded theory. Twenty-seven resident-faculty pairs were interviewed. Nine residents (33.3%) were junior (PGY 1 and 2) and 18 (66.7%) were senior (PGY 3 through 5). Learning goal categories that emerged from the response analysis were anatomy, basic and advanced surgical skills, general and specific procedural tasks, technical autonomy, and pre-, intra-, and postoperative considerations. Residents articulated fewer learning goals than faculty (1.5 versus 2.4; P = 0.024). The most frequently identified learning goal by both groups was one classifiable under general procedural tasks; the greatest divergence was seen regarding perioperative considerations, which were identified frequently by faculty members but rarely by residents. Faculty articulate significantly more learning goals for the residents they will operate with than residents articulate for themselves. Our data suggest that residents and faculty align on some learning goals for the OR but residents tend to be more limited, focusing predominantly on technical aspects of the operation. Faculty members tend to hold a broader view of the learning potential of the OR. These discrepancies may present barriers to effective intraoperative teaching. Copyright © 2011 Elsevier Inc. All rights reserved.

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

PubMed

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

2016-09-01

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

Medical students' perceptions of bedside teaching.

PubMed

Gray, David; Cozar, Octavian; Lefroy, Janet

2017-06-01

Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. We aimed to identify how students perceived bedside teaching delivered by junior doctors compared with consultants METHODS: A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. © 2016 John Wiley & Sons Ltd.

Predictors of job satisfaction among academic faculty members: do instructional and clinical staff differ?

PubMed

Chung, Kevin C; Song, Jae W; Kim, H Myra; Woolliscroft, James O; Quint, Elisabeth H; Lukacs, Nicholas W; Gyetko, Margaret R

2010-10-01

This study aimed to identify and compare predictors of job satisfaction between instructional and clinical faculty members. A 61-item faculty job satisfaction survey was distributed to 1898 academic faculty members at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organisation, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between faculty members on the two tracks, and predictors of job satisfaction were identified using linear regression models. Response rates for the instructional and clinical faculty groups were 43.1% and 46.7%, respectively. Clinical faculty members reported being less satisfied with how they were mentored and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between the two faculty groups. Surprisingly, clinical faculty members with mentors were significantly less satisfied with how they were mentored and with career advancement, and were significantly less likely to choose an academic career if they had to do it all over again compared with instructional faculty mentees. Additionally, senior-level clinical faculty members were significantly less satisfied with their opportunities to mentor junior faculty members compared with senior-level instructional faculty staff. Significant predictors of job satisfaction for both groups included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. In the clinical track only, compensation and career advancement variables also emerged as significant predictors of overall job satisfaction. Greater emphasis must be placed on faculty members' well-being at both the institutional level and the level of departmental leadership. Efforts to enhance job satisfaction and improve retention are more likely to succeed if they are directed by locally designed assessments involving department chairs and are specifically aimed at fostering more effective mentoring relationships and increasing the opportunities available for career advancement activities such as research work. Our findings show that these strategies can have significant impacts on job satisfaction and the retention of clinical track faculty members. © Blackwell Publishing Ltd 2010.

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

David Kisailus; Lara Estroff; Himadri S. Gupta

The technical presentations and discussions at this symposium disseminated and assessed current research and defined future directions in biomaterials research, with a focus on structure-function relationships in biological and biomimetic composites. The invited and contributed talks covered a diverse range of topics from fundamental biology, physics, chemistry, and materials science to potential applications in developing areas such as light-weight composites, multifunctional and smart materials, biomedical engineering, and nanoscaled sensors. The invited speakers were chosen to create a stimulating program with a mixture of established and junior faculty, industrial and academic researchers, and American and international experts in the field. Thismore » symposium served as an excellent introduction to the area for younger scientists (graduate students and post-doctoral researchers). Direct interactions between participants also helped to promote potential future collaborations involving multiple disciplines and institutions.« less

Citation-based Estimation of Scholarly Activity Among Domestic Academic Radiation Oncologists: Five-Year Update.

PubMed

Choi, Mehee; Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Fuller, Clifton D; Thomas, Charles R

2014-03-01

To analyze up-to-date Hirsch index ( h -index) data to estimate the scholarly productivity of academic radiation oncology faculty. Bibliometric citation database searches were performed for radiation oncology faculty at domestic residency-training institutions. Outcomes analyzed included the number of manuscripts, number of citations, and h -index between 1996 and 2012. Analyses of overall h -index rankings with stratification by academic ranking, gender, and departmental faculty size were performed. One thousand thirty-seven radiation oncologists from 87 programs were included. Overall, the mean h -index was 10.8. Among the top 10% by h -index, 38% were chairpersons, all were senior faculty, and 11% were women. As expected, higher h -index was associated with higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h -index threshold of 20 ( p <0.001) as an identified breakpoint between senior vs. junior faculty. Furthermore, h -index breakpoints of 12 ( p <0.001) and 25 ( p <0.001) were identified between assistant professor vs. associate professor, and associate professor vs. professor levels, respectively. Multivariate analysis identified higher academic ranking, male gender, and larger departmental faculty size as independent variables associated with higher h -index. The current results suggest an overall rise in scholarly citation metrics among domestic academic radiation oncologists, with a current mean h- index of 10.8, vs. 8.5 in 2008. Significant relationships exist between h -index and academic rank, gender, and departmental size. The results offer up-to-date benchmarks for evaluating academic radiation oncologist to the national average and potentially has utility in the process of appointment and promotion decisions.

Teaching strategies for assessing and managing urinary incontinence in older adults.

PubMed

Bradway, Christine; Cacchione, Pamela

2010-07-01

Urinary incontinence is common and affects many aspects of older adults' lives; therefore, it is essential that nursing faculty include this content in classroom and clinical teaching situations. This article describes innovative strategies for teaching upper-level nursing students (e.g., junior and senior undergraduates) about urinary incontinence in older adults, specifically, the relevant anatomy and physiology of continence and associated pathophysiology of urinary incontinence, risk factors and consequences, definitions and types, and effective nursing assessment and management strategies. Copyright 2010, SLACK Incorporated.

Thin-Film Photovoltaic Device Fabrication

NASA Technical Reports Server (NTRS)

Scofield, John H.

2003-01-01

This project will primarily involve the fabrication and characterization of thin films and devices for photovoltaic applications. The materials involved include Il-VI materials such as zinc oxide, cadmium sulfide, and doped analogs. The equipment ot be used will be sputtering and physical evaporations. The types of characterization includes electrical, XRD, SEM and CV and related measurements to establish the efficiency of the devices. The faculty fellow will be involved in a research team composed of NASA and University researchers as well as students and other junior researchers.

The Cal-Bridge Program: Increasing the Gender and Ethnic Diversity of Astrophysics Students in Southern California

NASA Astrophysics Data System (ADS)

Smecker-Hane, Tammy A.; Rudolph, Alexander L.

2016-06-01

The mission of the Cal-Bridge program is to increase the number of underrepresented minority and women students completing a bachelor’s degree and entering a PhD program in astronomy, physics, or closely-related fields. The program has created a network of faculty at diverse higher education institutions, including 5 University of California (UC) campuses, 9 California State Universities (CSUs), and 10 community colleges in southern California, dedicated to this goal. Students selected for the program are know as “Cal-Bridge Scholars” and they are given a wide variety of support: (1) scholarships in their junior/senior years at CSU and their first year of graduate school at a UC, (2) intensive mentoring by a pair of CSU and UC faculty members, (3) tutoring, when needed, (4) professional development workshops, (5) exposure to research opportunities at various universities, and (6) membership in a growing cohort of like-minded students. We report on the structure of our program, lessons learned with our current 12 Cal-Bridge scholars, and the results of our first two years of operation. Funding for this program is provided by NSF-SSTEM Grant #1356133.

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.

Publications in academic medical centers: technology-facilitated culture clash.

PubMed

Berner, Eta S

2014-05-01

Academic culture has a set of norms, expectations, and values that are sometimes tacit and sometimes very explicit. In medical school and other health professions educational settings, probably the most common norm includes placing a high value on peer-reviewed research publications, which are seen as the major evidence of scholarly productivity. Other features of academic culture include encouraging junior faculty and graduate students to share their research results at professional conferences and lecturing with slides as a major way to convey information. Major values that faculty share with journal editors include responsible conduct of research and proper attribution of others' words and ideas. Medical school faculty also value technology and are often quick to embrace technological advances that can assist them in their teaching and research. This article addresses the effects of technology on three aspects of academic culture: education, presentations at professional meetings, and research publications.The technologies discussed include online instruction, dissemination of conference proceedings on the Internet, plagiarism-detection software, and new technologies deployed by the National Center for Biotechnology Information, the home of PubMed. The author describes how the ease of deploying new technologies without faculty changing their norms and behavior in the areas of teaching and research can lead to conflicts of values among key stakeholders in the academic medical community, including faculty, journal editors, and professional associations. The implications of these conflicts and strategies for managing them are discussed.

New Challenges Facing Small Undergraduate Departments And The Role Of Faculty And Administrators.

NASA Astrophysics Data System (ADS)

El-Shazly, A. K.

2003-12-01

Small geoscience departments with 5 faculty members or less in undergraduate institutions are facing serious challenges that will have a profound impact on their future, as well as the future of geoscience education. In addition to past and future budget cuts that affect all departments, small departments are more vulnerable to such problems as (i) decreased enrollments in introductory level classes, (ii) small number of geology majors, (iii) small number of graduates per year (iv) lack or paucity of equipment necessary for faculty and student research, (v) limited opportunities for external funding, (vi) need to offer upper division classes on an alternate year basis, (vii) difficulty in recruiting and retaining students, (viii) high teaching loads for faculty, and (ix) designing rigorous curricula based on 120 credit hours with a significant component of liberal art classes. These problems pose new challenges for faculty, department chairs and administrators. Faculty need to design curricula tailored to the need of the job market, without compromising rigor or the quality of the program. New classes/ concentrations in environmental science, hydrogeology and geographical information systems should be offered, and traditional classes in petrology, geophysics and tectonics should be maintained. Classes in Physics, Chemistry and Math should be core requirements. Student involvement in research should be encouraged at an early stage (sophomore/ junior levels). Department chairs need to assign duties in their department carefully to capitalize on the strengths of their faculty: faculty with strong research backgrounds should be helped in their efforts to pursue external funding opportunities, whereas those with strong teaching abilities should be evaluated primarily on their performance in the classroom. Student credit hour production should not be used as a criterion for evaluating faculty. Administrators should evaluate programs and departments based on the success of their graduates in the workplace/ graduate school, not their numbers, and the quality of faculty research and its impact on attracting new majors and acquisition of funds.

Centralized Oversight of Physician–Scientist Faculty Development at Vanderbilt: Early Outcomes

PubMed Central

Brown, Abigail M.; Morrow, Jason D.; Limbird, Lee E.; Byrne, Daniel W.; Gabbe, Steven G.; Balser, Jeffrey R.; Brown, Nancy J.

2013-01-01

Purpose In 2000, faced with a national concern over the decreasing number of physician–scientists, Vanderbilt School of Medicine established the institutionally funded Vanderbilt Physician–Scientist Development (VPSD) program to provide centralized oversight and financial support for physician–scientist career development. In 2002, Vanderbilt developed the National Institutes of Health (NIH)-funded Vanderbilt Clinical Research Scholars (VCRS) program using a similar model of centralized oversight. The authors evaluate the impact of the VPSD and VCRS programs on early career outcomes of physician–scientists. Method Physician–scientists who entered the VPSD or VCRS programs from 2000 through 2006 were compared with Vanderbilt physician–scientists who received NIH career development funding during the same period without participating in the VPSD or VCRS programs. Results Seventy-five percent of VPSD and 60% of VCRS participants achieved individual career award funding at a younger age than the comparison cohort. This shift to career development award funding at a younger age among VPSD and VCRS scholars was accompanied by a 2.6-fold increase in the number of new K awards funded and a rate of growth in K-award dollars at Vanderbilt that outpaced the national rate of growth in K-award funding. Conclusions Analysis of the early outcomes of the VPSD and VCRS programs suggests that centralized oversight can catalyze growth in the number of funded physician–scientists at an institution. Investment in this model of career development for physician–scientists may have had an additive effect on the recruitment and retention of talented trainees and junior faculty. PMID:18820531

TOEFL Junior® Design Framework. TOEFL Junior® Research Report. TOEFL JR-02. ETS Research Report No. RR-15-13

ERIC Educational Resources Information Center

So, Youngsoon; Wolf, Mikyung Kim; Hauck, Maurice C.; Mollaun, Pamela; Rybinski, Paul; Tumposky, Daniel; Wang, Lin

2015-01-01

This paper presents the theoretical and empirical foundations of the "TOEFL Junior"® assessment and its development process. The TOEFL Junior test was developed to address the increasing need for objective measures of English language proficiency for young adolescent learners, who are being introduced to English as a second or foreign…

A Guide to Writing Academic Portfolios for Radiologists.

PubMed

Thomas, John V; Sanyal, Rupan; O'Malley, Janis P; Singh, Satinder P; Morgan, Desiree E; Canon, Cheri L

2016-12-01

The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient. Diagnostic radiology in addition requires a knowledge base that encompasses basic sciences, imaging physics, technology, and traditional and molecular medicine. Teaching and performing research that involves this complex mix, while providing patient care that is often behind the scenes, provides unique challenges in the documentation of teaching, research, and clinical service for diagnostic radiology faculty. An academic portfolio is seen as a way to explain why relevant academic activities are significant to promotions committee members who may have backgrounds in unrelated academic areas and may not be familiar with a faculty member's work. The academic portfolio consists of teaching, research, and service portfolios. The teaching portfolio is a collection of materials that document teaching performance and documents the educator's transition to a more effective educator. A research portfolio showcases the most significant research accomplishments. The service portfolio documents service responsibilities and highlight any service excellence. All portfolios should briefly discuss the educator's philosophy, activities, methods used to implement activities, leadership, mentoring, or committee roles in these respective areas. Recognizing that academic programs have differing needs, this article will attempt to provide some basic guidelines that may help junior faculty in diagnostic radiology develop their teaching, research, and service portfolios. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

The Junior College in International Perspective.

ERIC Educational Resources Information Center

Hall, Budd L.

The concept of the junior college is spreading rapidly throughout the world. Statistics show that educational development is positively correlated with economic development, yet educational systems often have not kept pace with technological, social, and economic developments since World War II. Junior colleges, with their flexibility of function,…

Attributes of colleges and schools of pharmacy in the United States.

PubMed

Knapp, David A; Knapp, Deanne E

2009-08-28

To compare the attributes of US colleges and schools of pharmacy and describe the extent of change to the pharmacy education enterprise associated with the addition of new schools. Attributes analyzed included whether the college or school of pharmacy was old or new, public or private, secular or faith-based, and on or not on an academic health center (AHC) campus; had 3- or 4- year programs; and had PhD students enrolled. PharmD student enrollment-to-faculty ratios and junior-to-senior faculty ratios also were examined. Of the new colleges/schools, 76% were private and 79% were not located on a campus with an AHC; 6% had PhD enrollment compared with 80% of old colleges/schools. Faculty ratios were related to several college/school attributes, including the presence or absence of PhD students and whether the college/school was public or private. Attributes of new colleges and schools of pharmacy have changed the overall profile of all colleges and schools of pharmacy. For example, smaller percentages of all colleges and schools of pharmacy are public and have PhD enrollees.

Perceived Sources of Stress among Junior & Mid-Senior Egyptian Dental Students

PubMed Central

Sedky, Nabila A.

2012-01-01

Objectives The purpose of this study was to identify the sources of stress among dental students enrolled at Pharos University in Alexandria (PUA) - Egypt, and to explore the role of gender, level of undergraduate study and residence with parents on perceived stressors. Materials and Methods A thirty-item self-reported modified version of the Dental Environment Stress (DES) questionnaire was administered to 537 junior and mid-senior undergraduate dental students during the academic fall semester 2010, with a response rate of 79.89%. Results Workload, performance pressure, and self-efficacy beliefs constituted the most stress-provoking factors. Female students experienced greater stress than males for all stressor items except for “Self-Efficacy Beliefs” and “Faculty & Administration” with no statistically significant difference by gender. Mid-senior dental students registered higher levels of perceived stress for “Workload”, “Self-Efficacy Beliefs”, and “Personal Factors” stressors in comparison to their junior peers. Those students who lived away of their parents were at higher risk of perceived stress than those students who lived with their parents. “Uncertainty about future dental career” was the first best predictor variable by gender. Whereas, “Difficulty of classwork” was the first predictor variable by both level of undergraduate study and residence with parents. Conclusion Female dental students had higher mean overall problem scores compared to their male counterparts, mid-senior students showed some higher perceived problems compared to junior students, and students who lived away from their parents revealed higher levels of perceived stress. PMID:23580895

Attending Surgeons' Leadership Style in the Operating Room: Comparing Junior Residents' Experiences and Preferences.

PubMed

Kissane-Lee, Nicole A; Yule, Steven; Pozner, Charles N; Smink, Douglas S

2016-01-01

Recent studies have focused on surgeons' nontechnical skills in the operating room (OR), especially leadership. In an attempt to identify trainee preferences, we explored junior residents' opinions about the OR leadership style of teaching faculty. Overall, 20 interns and 20 mid-level residents completed a previously validated survey on the style of leadership they encountered, the style they preferred to receive, and the style they personally employed in the OR. In all, 4 styles were explored; authoritative: leader makes decisions and communicates them firmly; explanatory: leader makes decisions promptly, but explains them fully; consultative: leader consults with trainees when important decisions are made, and delegative: leader puts the problem before the group and makes decisions by majority opinion. Comparisons were completed using chi-square analysis. Junior resident preference for leadership style of attending surgeons in the OR differed from what they encountered. Overall, 62% of residents encountered an authoritative leadership style; however, only 9% preferred this (p < 0.001). Instead, residents preferred explanatory (53%) or consultative styles (41%). Preferences differed by postgraduate year. Although 40% of interns preferred a consultative style, 50% of mid-level residents preferred explanatory leadership. Junior resident preference of leadership style in the OR differs from what they actually encounter. This has the potential to create unwanted tension and may erode team performance. Awareness of this difference provides an opportunity for an educational intervention directed at both attendings and trainees. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2003-06-01

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

Bringing your a-game: Educational gaming for student success.

PubMed

Strickland, Haley P; Kaylor, Sara K

2016-05-01

The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building. Student and faculty feedback indicated positive responses to this instructional strategy and also promoted a learner-centered teaching environment. This learning activity supports the use of educational gaming as a means to develop learner-centered environments that provide experiential experiences, enhance learning, and stimulate interest, and motivation for students to learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

Writing for Chemists: Satisfying the CSU Upper-Division Writing Requirement

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

2001-08-01

This paper describes Chemistry 360, Writing for Chemists, which is a junior-level course required of all Chemistry and Biochemistry majors at California State University, Los Angeles. The course covers all of the sections for writing both primary and secondary papers in the chemical sciences as well as the process of literature searching in both computer databases and the printed Chemical Abstracts. The course is team taught by several chemistry faculty members and an English faculty member. The core of the course is a review paper on an individually assigned topic in chemistry or biochemistry. The students are given daily writing assignments that teach them how to write the various sections of the paper. They also learn how to write both Experimental and Results sections, which are not part of a review paper. In addition the course deals with ethics in science, how to give an oral presentation, and how to prepare a poster presentation.

[Kampo Education in the Faculty of Pharmaceutical Sciences at Toho University].

PubMed

Koike, Kazuo

2016-01-01

In the Faculty of Pharmaceutical Sciences at Toho University, Kampo education commenced 40 years ago through a course titeled "Kampo", which has since been renamed as "Kampo Pharmacology". The current university curriculum offers courses in subjects such as Pharmacognosy and Practical Pharmacognosy for sophomores, Kampo Pharmacology for juniors, and Clinical Kampo Medicine for seniors. Kampo Pharmacology is a subject that bridges "Pharmacognosy" to "Clinical Kampo Medicine". The functions of the crude drugs included in Kampo prescriptions are explained both in terms of efficacy from the perspective of Kampo and by contemporary evidence. Furthermore, the "Clinical Kampo Therapeutics" course offered for seniors involves lectures on the fundamentals of Kampo, determination of evidence and prescriptions, case analysis, and prescription analysis by physicians affiliated with our university's medical center. Acquiring an understanding of the effectiveness of crude drugs in herbal medicine and gaining practical clinical knowledge are considered beneficial for future pharmacists.

Explore engineering with solar energy

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

Davidson, J.H.

1995-11-01

An outreach program was initiated at the University of Minnesota by faculty and student members of the Society of Women Engineers in the spring of 1994 to interest students in 3rd through 9th grade, particularly girls, in careers in engineering. Interaction with elementary and junior high students focuses on hands-on experiences with portable solar devices. This paper reports progress of the program including descriptions of the solar devices, their use in visits to local schools, day visits to the University, and week-long summer camps, and continuing education programs for elementary and secondary school teachers.

Diamond Pixel Luminosity Telescopes

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

Halyo, Valerie

2014-12-15

In this document, Halyo summaries her key contributions to CMS at the LHC and provide an explanation of their importance and her role in each project. At the end Halyo describes her recent research interest that includes GPU/MIC Acceleration of the High Level Trigger (HLT) to Extend the Physics Research at the LHC. A description of her work the recent promising results that she accomplished and the deliverable are also elaborated. These contribution were only possible thanks to DOE support of junior faculty research and their clear goal to promote research and innovations.

A longitudinal, collaborative, practice-based learning and improvement model to improve post-discharge heart failure outcomes.

PubMed

Anagnostou, Valsamo K; Bailey, Grant; Sze, Edward; Hay, Seonaid; Hyson, Anne; Federman, Daniel G

2014-01-01

Practice-based learning and improvement is one of the Accreditation Council of Graduate Medical Education's core competencies fortrainees. Residencyprograms have grappled with how to accomplish this goal. We describe our institution's unique, longitudinal post-graduate year process and project. West Haven, VA Medical Center. Yale University School of Medicine junior residents on ambulatory electives and faculty preceptor. Longitudinal program aimed to decrease re-admissions for hospitalized patients with congestive heart failure. We feel that our longitudinal project is a novel innovation worthy of further study.

Importance of the ITF Junior Girls' Circuit in the development of women professional tennis players.

PubMed

Reid, Machar; Crespo, Miguel; Santilli, Luca

2009-11-01

In this study, we examined the extent to which ranking in professional women's tennis can be predicted by that in the top 20 International Tennis Federation's Junior Circuit. The names, nationalities, and birth dates of all players who achieved a top-20 girls' year-end ranking from 1995 to 2002 were recorded, with their progress through the professional ranks tracked to March 2008. Ninety-nine percent of top-20 ranked girls achieved a professional women's ranking. Stepwise regression analysis revealed peak junior ranking and the age at which that rank was achieved to be predictors of future professional ranking (r(2) = 0.133, P < 0.05). The following regression equation showed the achievement of a top-20 junior rank as a reasonable benchmark in the development of professional women players: log-transformed predicted professional rank = -0.552 + (0.032 x junior rank + 0.116 x age at junior rank). The predominant court surface on which junior players honed their skills was also implicated in professional ranking success, with clay-court play linked to the development of higher-ranked players (P < or = 0.01).

Nar universitetsadjunkter ansags bildbara (Development of Professional Competence for Junior Lecturers).

ERIC Educational Resources Information Center

Hartman, Sven G.

This monograph describes a program for development of professional competence in junior lecturers in teacher education at Linkopings University, Sweden. Seventy junior lecturers participated in the program from 1991 through 1996. The program involved a combination of courses especially designed for the project and individually chosen courses from…

KANSAS STATE PLAN FOR COMMUNITY JUNIOR COLLEGES.

ERIC Educational Resources Information Center

Kansas State Dept. of Public Instruction, Topeka.

LEGISLATION IN 1965 ESTABLISHED A STATE SYSTEM OF COMMUNITY JUNIOR COLLEGES AND STIPULATED THE DEVELOPMENT OF A STATE MASTER PLAN BY THE STATE DEPARTMENT OF EDUCATION. THE PLAN PROVIDES FOR ESTABLISHING NOT MORE THAN 22 JUNIOR COLLEGE AREAS, WHICH SHOULD PUT A JUNIOR COLLEGE WITHIN REASONABLE COMMUTING DISTANCE OF EVERY POTENTIAL STUDENT IN THE…

Junior Sport and the Evolution of Sport Cultures.

ERIC Educational Resources Information Center

Siedentop, Daryl

2002-01-01

Addresses junior sport and sport culture in New Zealand, recommending that it receive serious consideration for its crucial role in the future of New Zealand's sport culture. The paper presents three goals for junior sport programs (educative, public health, and elite development), describes characteristics of junior sport (e.g., youth want to…

Using TQM/CQI Processes To Guide Development of Independent and Collaborative Learning in Two Levels of Baccalaureate Nursing Students.

ERIC Educational Resources Information Center

Grant, LaVerne F.; Kelley, Jane H.; Northington, LaDonna; Barlow, Delores

2002-01-01

Junior and senior nursing students participated in collaborative learning projects developed using total quality management/continuous quality improvement processes. Seniors mentored and evaluated juniors. Feedback from 37 seniors and 53 juniors was predominantly positive; dissatisfaction centered on time issues and misunderstanding of project…

A Resource Guide for Career Development in the Junior High School.

ERIC Educational Resources Information Center

Benson, Arland

This resource guide for a developmental junior high career education program contains general and specific behavioral objectives, a program description, and a wide range of resource materials, including student and teacher worksheets and evaluation forms. Developed by a junior high counselor and funded by the Elementary Secondary Education Act,…

Use of an Objective Structured Assessment of Technical Skill After a Sports Medicine Rotation.

PubMed

Dwyer, Tim; Slade Shantz, Jesse; Kulasegaram, Kulamakan Mahan; Chahal, Jaskarndip; Wasserstein, David; Schachar, Rachel; Devitt, Brian; Theodoropoulos, John; Hodges, Brian; Ogilvie-Harris, Darrell

2016-12-01

The purpose of this study was to determine if the use of an Objective Structured Assessment of Technical skill (OSATS), using dry models, would be a valid method of assessing residents' ability to perform sports medicine procedures after training in a competency-based model. Over 18 months, 27 residents (19 junior [postgraduate year (PGY) 1-3] and 8 senior [PGY 4-5]) sat the OSATS after their rotation, in addition to 14 sports medicine staff and fellows. Each resident was provided a list of 10 procedures in which they were expected to show competence. At the end of the rotation, each resident undertook an OSATS composed of 6 stations sampled from the 10 procedures using dry models-faculty used the Arthroscopic Surgical Skill Evaluation Tool (ASSET), task-specific checklists, as well as an overall 5-point global rating scale (GRS) to score each resident. Each procedure was videotaped for blinded review. The overall reliability of the OSATS (0.9) and the inter-rater reliability (0.9) were both high. A significant difference by year in training was seen for the overall GRS, the total ASSET score, and the total checklist score, as well as for each technical procedure (P < .001). Further analysis revealed a significant difference in the total ASSET score between junior (mean 18.4, 95% confidence interval [CI] 16.8 to 19.9) and senior residents (24.2, 95% CI 22.7 to 25.6), senior residents and fellows (30.1, 95% CI 28.2 to 31.9), as well as between fellows and faculty (37, 95% CI 36.1 to 27.8) (P < .05). The results of this study show that an OSATS using dry models shows evidence of validity when used to assess performance of technical procedures after a sports medicine rotation. However, junior residents were not able to perform as well as senior residents, suggesting that overall surgical experience is as important as intensive teaching. As postgraduate medical training shifts to a competency-based model, methods of assessing performance of technical procedures become necessary. Copyright © 2016 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Developing Understanding of Twentieth Century Composition in Junior High School General Music. Final Report.

ERIC Educational Resources Information Center

Adler, Marvin Stanley

To develop an understanding of major 20th century musical styles and compositional techniques in junior high school general music classes, and to utilize rather than ignore student interest in current music, a sequence for units-of-study was developed and tested over a 2-year period in urban junior high schools. The initial units dealt with what…

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study.

PubMed

Schutte, Tim; Tichelaar, Jelle; Dekker, Ramon S; Thijs, Abel; de Vries, Theo P G M; Kusurkar, Rashmi A; Richir, Milan C; van Agtmael, Michiel A

2017-01-25

The Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies' theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students. Type of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire. The 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies "Collaborator", "Communicator", "Academic", and "Medical expert" had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level. Students showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.

Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments

PubMed Central

Hill, Emily K.; Blake, Rachel A.; Emerson, Jenna B.; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

2016-01-01

OBJECTIVE To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. METHODS In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual’s h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author’s scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. RESULTS Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. CONCLUSION Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. PMID:26551177

Gender Differences in Scholarly Productivity Within Academic Gynecologic Oncology Departments.

PubMed

Hill, Emily K; Blake, Rachel A; Emerson, Jenna B; Svider, Peter; Eloy, Jean Anderson; Raker, Christina; Robison, Katina; Stuckey, Ashley

2015-12-01

To estimate whether there is a gender difference in scholarly productivity among academic gynecologic oncologists. In this cross-sectional study, the academic rank and gender of gynecologic oncology faculty in the United States were determined from online residency and fellowship directories and departmental web sites. Each individual's h-index and years of publication were determined from Scopus (a citation database of peer-reviewed literature). The h-index is a quantification of an author's scholarly productivity that combines the number of publications with the number of times the publications have been cited. We generated descriptive statistics and compared rank, gender, and productivity scores. Five hundred seven academic faculty within 137 U.S. teaching programs were identified. Of these, 215 (42%) were female and 292 (58%) were male. Men had significantly higher median h-indices than women, 16 compared with 8, respectively (P<.001). Women were more likely to be of junior academic rank with 63% of assistant professors being female compared with 20% of full professors. When stratifying h-indices by gender and academic rank, men had significantly higher h-indices at the assistant professor level (7 compared with 5, P<.001); however, this difference disappeared at the higher ranks. Stratifying by the years of active publication, there was no significant difference between genders. Female gynecologic oncologists at the assistant professor level had lower scholarly productivity than men; however, at higher academic ranks, they equaled their male counterparts. Women were more junior in rank, had published for fewer years, and were underrepresented in leadership positions. III.

Pain management knowledge and attitudes of baccalaureate nursing students and faculty.

PubMed

Duke, Gloria; Haas, Barbara K; Yarbrough, Susan; Northam, Sally

2013-03-01

Pain affects approximately 76 million adults in the US. Though pain management has been targeted as a top priority, it continues to be inadequately addressed. Nursing faculty are in a unique position to significantly address the problem through facilitating the acquisition and utilization of knowledge by student nurses. The purpose of this study was to determine the knowledge of and attitudes toward pain in baccalaureate nursing students and faculty to establish a foundation for a systematic and comprehensive integration of pain content in the curricula. The descriptive design included a sample of 162 junior and senior students enrolled in a baccalaureate nursing program in Texas and 16 nursing faculty. The Knowledge and Attitudes Survey Regarding Pain (KASRP) was used to measure knowledge and attitudes toward pain. A direct correlation was found between the level of education and the percentage correct score. Differences found in knowledge and attitudes among the three levels of students and faculty were significant (df = 3.173; F = 14.07, p < .001). Senior students nearing graduation scored only 68% (SD = 6.8) with faculty scoring only slightly better with a mean of 71% (SD = 13). Significant differences also were found in assessment of pain through case scenarios of a patient who was smiling and talking as compared to a patient who was lying quietly and grimacing (X2 = 37.13, p < .05 (df = 24). Reevaluation of the way pain assessment and treatment are taught is indicated. Further studies are needed to assess changes in knowledge and attitudes toward pain as curricular revisions are made. Copyright © 2013 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

The integrated clerkship: an innovative model for delivering clinical education at the Zhejiang University School of Medicine.

PubMed

Yu, Fang; Xu, Lingxiao; Lu, Ding; Luo, Wei; Wang, Qingqing

2009-07-01

The traditional curriculum of clinical science at the Zhejiang University School of Medicine (ZUSM) was dominated by lectures, and many critical factors in producing competent physicians (such as the development of skills and active learning) were largely neglected. During a four-year period ending in 2007, ZUSM developed and implemented a new model for delivering clinical science education-the integrated clerkship. The principal features of the model are the greater amount of time that students are exposed to and are working in the clinical environment as clerks and the great reduction in lecture hours. Unlike the U.S. model of clerkship, the integrated clerkship at ZUSM is characterized by a progressive process, with intensive preparatory lectures before the clerkship, which is divided into two levels, junior and senior. The junior clerkship is equally divided into didactic activities and clinical practice; the senior clerkship requires students to become an essential part of the work taking place on the wards. A preliminary program evaluation showed that the fundamental goals of the integrated clerkship had been largely attained, especially the mastery of basic clinical skills and retention of medical knowledge. Surveys showed that most of the integrated clerkship students and faculty members were satisfied with the new curriculum; the students felt better prepared to cope with the professional challenges of patient care, and they began to understand how social context affects their patients. As the pilot program in China, the integrated clerkship at ZUSM may serve as a template for medical schools at a similar level, in China and elsewhere.

Researchers' views of the acceptability of restrictive provisions in clinical trial agreements with industry sponsors.

PubMed

Mello, Michelle M; Clarridge, Brian R; Studdert, David M

2005-01-01

We conducted a mail survey of 884 U.S. medical school faculty active in clinical research to elicit their views about the acceptability of provisions in contracts for industry-sponsored clinical trials that would restrict investigators' academic freedom and control over trials. We compared their responses to results from a similar survey of research administrators at 107 medical schools. There was substantial variation among clinical researchers in their acceptability judgments, with a relatively large proportion of clinical trial investigators willing to accept provisions that give industry sponsors considerable control over the dissemination of research results. There were significant differences in the perceptions of clinical trial investigators versus other recently published clinical researchers; investigators with a high versus low percentage of research support from industry; junior versus senior faculty; and investigators at institutions with high versus low National Institute of Health (NIH) funding ranks. There was also a significant divergence of views in a number of areas between clinical trialists and research administrators who negotiate clinical trial contracts on their behalf. Medical school faculty could benefit from additional guidance about what their institution views as acceptable parameters for industry-sponsored clinical trial agreements.

Millennial generation student nurses' perceptions of the impact of multiple technologies on learning.

PubMed

Montenery, Susan M; Walker, Marjorie; Sorensen, Elizabeth; Thompson, Rhonda; Kirklin, Dena; White, Robin; Ross, Carl

2013-01-01

To determine how millennial nursing students perceive the effects of instructional technology on their attentiveness, knowledge, critical thinking, and satisfaction. BACKGROUND Millennial learners develop critical thinking through experimentation, active participation, and multitasking with rapid shifts between technological devices. They desire immediate feedback. METHOD; A descriptive, longitudinal, anonymous survey design was used with a convenience sample of 108 sophomore, junior, and senior baccalaureate nursing students (participation rates 95 percent, winter, 85 percent, spring). Audience response, virtual learning, simulation, and computerized testing technologies were used. An investigator-designed instrument measured attentiveness, knowledge, critical thinking, and satisfaction (Cronbach's alphas 0.73, winter; 0.84, spring). Participants positively rated the audience response, virtual learning, and simulation instructional technologies on their class participation, learning, attention, and satisfaction. They strongly preferred computerized testing. Consistent with other studies, these students engaged positively with new teaching strategies using contemporary instructional technology. Faculty should consider using instructional technologies.

Teaching core competencies of reconstructive microsurgery with the use of standardized patients.

PubMed

Son, Ji; Zeidler, Kamakshi R; Echo, Anthony; Otake, Leo; Ahdoot, Michael; Lee, Gordon K

2013-04-01

The Accreditation Council of Graduate Medical Education has defined 6 core competencies that residents must master before completing their training. Objective structured clinical examinations (OSCEs) using standardized patients are effective educational tools to assess and teach core competencies. We developed an OSCE specific for microsurgical head and neck reconstruction. Fifteen plastic surgery residents participated in the OSCE simulating a typical new patient consultation, which involved a patient with oral cancer. Residents were scored in all 6 core competencies by the standardized patients and faculty experts. Analysis of participant performance showed that although residents performed well overall, many lacked proficiency in systems-based practice. Junior residents were also more likely to omit critical elements of the physical examination compared to senior residents. We have modified our educational curriculum to specifically address these deficiencies. Our study demonstrates that the OSCE is an effective assessment tool for teaching and assessing all core competencies in microsurgery.

The effect of an intense mentoring program on junior investigators' preparation for a patient-oriented clinical research career.

PubMed

Burns, Linda J; Clayton, Charles P; George, James N; Mitchell, Beverly S; Gitlin, Scott D

2015-08-01

There is a recognized need to translate scientific discoveries to patient-oriented clinical research (POCR). Several obstacles interfere with the successful recruitment and retention of physicians for POCR careers. The American Society of Hematology developed a yearlong educational and mentoring experience, the Clinical Research Training Institute (CRTI), for early-career physician-scientists from multiple institutions throughout the United States and Canada pursuing POCR careers. Several academic outcome measures of the 140 participants in the first seven years (2003-2010) of CRTI were evaluated by reviewing former trainee participants' curriculum vitae and survey responses. Ethnic, racial, and gender diversity of CRTI trainees was reflective of the proportions represented across U.S. hematology/oncology fellowship programs. Eighty-six percent (109/126) of trainees reported success establishing a POCR study; nearly half (62/126) had primarily research-focused jobs. Former CRTI trainees received at least 262 external grant awards and published 1,035 peer-reviewed manuscripts, 173 chapters, and 115 review articles. Because mentorship is key to developing a successful career, the CRTI program is being modified to enhance longitudinal mentorship by CRTI faculty mentors and mentors at trainees' home institutions, as well as to encourage the establishment of collaborations and the potential for research project success. Efforts to make the CRTI experience available to more phy sicians, include more CRTI graduates as faculty, and increase participation by hematologists from backgrounds under represented in medicine are under way.

Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School

ERIC Educational Resources Information Center

Somakim; Suharman, Andi; Madang, Kodri; Taufiq

2016-01-01

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is…

Essentials of Pediatric Emergency Medicine Fellowship Part 7: Careers in PEM.

PubMed

Allen, Coburn H; Anders, Jennifer; Ishimine, Paul; Roskind, Cindy; Shook, Joan

2016-11-01

This article is the last in a 7-part series that aims to comprehensively describe the current state and future directions of pediatric emergency medicine fellowship training from the essential requirements to considerations for successfully administering and managing a program to the careers that may be anticipated on program completion. This article focuses on the many career paths as educators, researchers, advocates, innovators, consultants, administrators, and leaders available to pediatric emergency medicine physicians, in both clinical and nonclinical realms, and how fellows and junior faculty can enrich and prolong their careers through diversification.

Publish or perish, and pay--the new paradigm of open-access journals.

PubMed

Tzarnas, Stephanie; Tzarnas, Chris D

2015-01-01

The new open-access journal business model is changing the publication landscape and residents and junior faculty should be aware of these changes. A national survey of surgery program directors and residents was performed. Open-access journals have been growing over the past decade, and many traditional printed journals are also sponsoring open-access options (the hybrid model) for accepted articles. Authors need to be aware of the new publishing paradigm and potential costs involved in publishing their work. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

Darlene Roth

Completed in 2011, Albright's new Science Center includes three independent student and faculty research labs in Biology, Chemistry/Biochemistry, and Physics (separate from teaching labs). Providing independent research facilities, they eliminate disruptions in classrooms and teaching labs, encourage and accommodate increased student interest, and stimulate advanced research. The DOE grant of $369,943 enabled Albright to equip these advanced labs for 21st century science research, with much instrumentation shared among departments. The specialty labs will enable Albright to expand its student-faculty research program to meet growing interest, help attract superior science students, maximize faculty expertise, and continue exceeding its already high ratesmore » of acceptance for students applying for postgraduate education or pharmaceutical research positions. Biology instrumentation/equipment supports coursework and independent and collaborative research by students and faculty. The digital shaker, CO{sub 2} and water bath incubators (for controlled cell growth), balance, and micropipettes support cellular biology research in the advanced cell biology course and student-faculty research into heavy metal induction of heat shock proteins in cultured mammalian cells and the development of PCR markers from different populations of the native tree, Franklinia. The gravity convection oven and lyophilizer support research into physical and chemical analysis of floodplain sediments used in assessment of riparian restoration efforts. The Bio-Rad thermocycler permits fast and accurate DNA amplification as part of research into genetic diversity in small mammal populations and how those populations are affected by land-use practices and environmental management. The Millipore water deionizing system and glassware washer provide general support of the independent research lab and ensure quality control of coursework and interdisciplinary research at the intersection of biology, chemistry, and toxicology. Grant purchases support faculty and students working in the areas of plant cellular biology, landscape ecology and wildlife management, wetland restoration, and ecotoxicology of aquatic invertebrates. Chemistry/BioChemistry instrumentation supports a wide range of research and teaching needs. The Dell quad core Xeon processors and Gaussian 09 support computational research efforts of two of our faculty. The computational work of one of these groups is part of close collaboration with one organic chemist and provides support info for the synthetic work of this professor and his students. Computational chemistry studies were also introduced into the physical chemistry laboratory course for junior chemistry concentrators. The AKTA plus system and superdex columns, Thermoscientific Sorvall RC-6 plus superspeed centrifuge, Nanodrop spectrometer, Eppendorf microfuge, Homogenizer and Pipetman pipetters were incorporated into a research project involving purification and characterization of a construct of beta 2-microglobulin by one of our biochemists. The vacuum system (glove box, stand, and pump) makes a significant contribution to the research of our inorganic chemist, the newest department member, working on research projects with four students. The glove box provides the means to carry out their synthetic work in an oxygenless atmosphere. Supporting basic research pursued by faculty and students, the remaining items (refrigerator/freezer units for flammable storage, freezer, refrigerated water bath, rotary evaporator system, vacuum oven, analytical and top-loading balances) were distributed between our biochemistry and chemistry research labs. The Nanodrop spectrometer, Sorvall centrifuge, and rotary evaporator system are used in several junior/senior lab courses in both biochemistry and chemistry. To date, 14 undergraduate research students have been involved in projects using the new instrumentation and equipment provided by this grant. Physics equipment acquired is radically transforming Albright research and teaching capabilities. The two main purchases are an atomic force microscope (AFM) and a scanning tunneling microscope (STM). These two devices allow us to view surfaces at much higher resolution than ever before, even to the level of individual atoms. Already the AFM has been incorporated into courses for advanced physics and biology students, allowing them to view at high resolution material such as carbon nanotubes, cell structure, and proteins. These devices offer possibilities for interdisciplinary collaboration among students and faculty in various departments that have barely begun to be tapped. Additional equipment, such as software, optical tables, lasers, and other support equipment, is also strengthening our research and teaching capabilities in optics-related areas.« less

A year of mentoring in academic medicine: case report and qualitative analysis of fifteen hours of meetings between a junior and senior faculty member.

PubMed

Rabatin, Joseph S; Lipkin, Mack; Rubin, Alan S; Schachter, Allison; Nathan, Michael; Kalet, Adina

2004-05-01

We describe a specific mentoring approach in an academic general internal medicine setting by audiotaping and transcribing all mentoring sessions in the year. In advance, the mentor recorded his model. During the year, the mentee kept a process journal. Qualitative analysis revealed development of an intimate relationship based on empathy, trust, and honesty. The mentor's model was explicitly intended to develop independence, initiative, improved thinking, skills, and self-reflection. The mentor's methods included extensive and varied use of questioning, active listening, standard setting, and frequent feedback. During the mentoring, the mentee evolved as a teacher, enhanced the creativity in his teaching, and matured as a person. Specific accomplishments included a national workshop on professional writing, an innovative approach to inpatient attending, a new teaching skills curriculum for a residency program, and this study. A mentoring model stressing safety, intimacy, honesty, setting of high standards, praxis, and detailed planning and feedback was associated with mentee excitement, personal and professional growth and development, concrete accomplishments, and a commitment to teaching.

A Comparison of Athletic Movement Among Talent-Identified Juniors From Different Football Codes in Australia: Implications for Talent Development.

PubMed

Woods, Carl T; Keller, Brad S; McKeown, Ian; Robertson, Sam

2016-09-01

Woods, CT, Keller, BS, McKeown, I, and Robertson, S. A comparison of athletic movement among talent-identified juniors from different football codes in Australia: implications for talent development. J Strength Cond Res 30(9): 2440-2445, 2016-This study aimed to compare the athletic movement skill of talent-identified (TID) junior Australian Rules football (ARF) and soccer players. The athletic movement skill of 17 TID junior ARF players (17.5-18.3 years) was compared against 17 TID junior soccer players (17.9-18.7 years). Players in both groups were members of an elite junior talent development program within their respective football codes. All players performed an athletic movement assessment that included an overhead squat, double lunge, single-leg Romanian deadlift (both movements performed on right and left legs), a push-up, and a chin-up. Each movement was scored across 3 essential assessment criteria using a 3-point scale. The total score for each movement (maximum of 9) and the overall total score (maximum of 63) were used as the criterion variables for analysis. A multivariate analysis of variance tested the main effect of football code (2 levels) on the criterion variables, whereas a 1-way analysis of variance identified where differences occurred. A significant effect was noted, with the TID junior ARF players outscoring their soccer counterparts when performing the overhead squat and push-up. No other criterions significantly differed according to the main effect. Practitioners should be aware that specific sporting requirements may incur slight differences in athletic movement skill among TID juniors from different football codes. However, given the low athletic movement skill noted in both football codes, developmental coaches should address the underlying movement skill capabilities of juniors when prescribing physical training in both codes.

Perspectives on Current Training Guidelines for Cardiac Imaging and Recommendations for the Future.

PubMed

Arrighi, James A; Kilic, Sena; Haines, Philip G

2018-04-23

To summarize current training guidelines for cardiac imaging and provide recommendations for future guidelines. The current structure of training in cardiac imaging is largely dictated by modality-specific guidelines. While there has been debate on how to define the advanced cardiac imager for over a decade, a uniform consensus has not emerged. We report the perspectives of three key stakeholders in this debate: a senior faculty member-former fellowship program director, a cardiology fellow, and an academic junior faculty imaging expert. The observations of these stakeholders suggest that there is no consensus on the definition of advanced cardiac imaging, leading to ambiguity in training guidelines. This may have negative impact on recruitment of fellows into cardiac imaging careers. Based on the current status of training in cardiac imaging, the authors suggest that the relevant professional groups reconvene to form a consensus in defining advanced cardiac imaging, in order to guide future revisions of training guidelines.

Developing a competency framework for academic physicians.

PubMed

Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

2017-03-01

There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

How Singapore Junior College Science Teachers Address Curriculum Reforms: A Theory

ERIC Educational Resources Information Center

Lim, Patrick; Pyvis, David

2012-01-01

Using grounded theory research methodology, a theory was developed to explain how Singapore junior college science teachers implement educational reforms underpinning the key initiatives of the "Thinking Schools, Learning Nation" policy. The theory suggests Singapore junior college science teachers "deal with" implementing…

Does receiving an American Academy of Otolaryngology-Head and Neck Surgery Foundation Centralized Otolaryngology Research Efforts grant influence career path and scholarly impact among fellowship-trained rhinologists?

PubMed

Eloy, Jean Anderson; Svider, Peter F; Setzen, Michael; Baredes, Soly; Folbe, Adam J

2014-01-01

To determine whether American Academy of Otolaryngology-Head and Neck Surgery Foundation (AAO-HNSF) Centralized Otolaryngology Research Efforts (CORE) grants influence career paths and scholarly impact of fellowship-trained rhinologists, and whether funding from the National Institutes of Health (NIH) and CORE programs is associated with increased scholarly impact among rhinologists. Another aim was to explore whether obtaining CORE grant funding is associated with NIH award acquisition. Practice setting, academic rank, and fellowship-training status were determined for individuals in the CORE grant database. The h-index and publication experience of practitioners was calculated using the Scopus database. Faculty listings were used to determine this data for a non-CORE-grants-funded "control" group of academic rhinologists. Active and past NIH funding was obtained using the NIH RePORTER database. Fifteen of 26 (57.7%) fellowship-trained rhinologists receiving CORE grants were funded for rhinologic projects. Five of 6 rhinologists receiving NIH funding had a CORE-grants-funding history. Twenty-two of 26 (84.6%) rhinologists receiving CORE funding are currently in academic practice. Academic rhinologists receiving CORE or NIH funding had higher h-indices, a result reaching significance among promoted faculty and those with greater than 10 years of publication experience. Encouraging the pursuit of CORE grants among junior faculty as well as trainees interested in rhinology may be a strategy for developing highly effective research habits that pay dividends after the first few years of one's career. Fellowship-trained rhinologists with a CORE funding history predominantly pursue careers in academic medicine, although their CORE projects are not necessarily related to rhinologic topics. © 2013 ARS-AAOA, LLC.

Research &Discover: A Pipeline of the Next Generation of Earth System Scientists

NASA Astrophysics Data System (ADS)

Hurtt, G. C.; Einaudi, F.; Moore, B.; Salomonson, V.; Campbell, J.

2006-12-01

In 2002, the University of New Hampshire (UNH) and NASA Goddard Space Flight Center (GSFC) started the educational initiative Research &Discover with the goals to: (i) recruit outstanding young scientists into research careers in Earth science and Earth remote sensing (broadly defined), and (ii) support Earth science graduate students enrolled at UNH through a program of collaborative partnerships with GSFC scientists and UNH faculty. To meet these goals, the program consists of a linked set of educational opportunities that begins with a paid summer research internship at UNH for students following their Junior year of college, and is followed by a second paid summer internship at GSFC for students following their Senior year of college. These summer internships are then followed by two-year fellowship opportunities at UNH for graduate studies jointly supervised by UNH faculty and GSFC scientists. After 5 years of implementation, the program has awarded summer research internships to 22 students, and graduate research fellowships to 6 students. These students have produced more than 78 scientific research presentations, 5 undergraduate theses, 2 Masters theses, and 4 peer-reviewed publications. More than 80% of alums are actively pursuing careers in Earth sciences now. In the process, the program has engaged 19 faculty from UNH and 15 scientists from GSFC as advisors/mentors. New collaborations between these scientists have resulted in new joint research proposals, and the development, delivery, and assessment of a new course in Earth System Science at UNH. Research &Discover represents an educational model of collaboration between a national lab and university to create a pipeline of the next generation of Earth system scientists.

A time for change: an exploration of attitudes toward part-time work in academia among women internists and their division chiefs.

PubMed

Harrison, Rebecca A; Gregg, Jessica L

2009-01-01

Increasing numbers of clinicians desire part-time work, and many will opt out of academic medicine if the barriers to part-time work are too great. Purposeful sampling was used to investigate the experiences of part-time academic physicians and their division leaders to understand (1) how each identified the negative and positive consequences of part-time work, and (2) how each conceptualize part-time work. In 2004, the authors interviewed the Society of General Medicine Horn Scholars Program applicants and their division chiefs from the 2001 and 2004 award cycles and performed a qualitative analysis of the one- to two-hour audiotaped interviews. Seven out of nine eligible applicants and six of seven division chiefs participated. All applicants were female junior faculty clinician educators in academic internal medicine from seven institutions. All division chiefs were male full-time faculty members. Both applicants and division chiefs identified multiple specific negative and positive consequences of part-time work. Analysis of interviews suggested that both groups tended to frame part-time work as a decision to "work less" or to "work differently." Self-reflection and articulation of values helped some faculty determine where they derive the greatest happiness and fulfillment personally and professionally. As more academics seek work-life balance and consider part-time work as a tool to achieve that balance, academic medicine will be challenged to develop creative models for integrating successful part-time physicians, or it will lose that segment of the workforce. This study's findings suggest that one such model may require that physicians and their leaders reconceptualize work altogether.

Needs Assessment for Electrosurgery Training of Residents and Faculty in Obstetrics and Gynecology

PubMed Central

Green, Isabel; Modest, Anna Merport; Milad, Magdy; Huang, Edwin; Ricciotti, Hope

2014-01-01

Background and Objectives: Effective application of electrosurgical techniques requires knowledge of energy sources and electric circuits to produce desired tissue effects. A lack of electrosurgery knowledge may negatively affect patient outcomes and safety. Our objective was to survey obstetrics-gynecology trainees and faculty to assess their basic knowledge of electrosurgery concepts as a needs assessment for formal electrosurgery training. Methods: We performed an observational study with a sample of convenience at 2 academic hospitals (Beth Israel Deaconess Medical Center and Mount Auburn Hospital). Grand rounds dedicated to electrosurgery teaching were conducted at each department of obstetrics and gynecology, where a short electrosurgery multiple-choice examination was administered to attendees. Results: The face validity of the test content was obtained from a gynecologic electrosurgery specialist. Forty-four individuals completed the examination. Test scores were analyzed by level of training to investigate whether scores positively correlated with more advanced career stages. The median test score was 45.5% among all participants (interquartile range, 36.4%–54.5%). Senior residents scored the highest (median score, 54.5%), followed by attendings (median score, 45.5%), junior residents and fellows (median score in both groups, 36.4%), and medical students (median score, 27.3%). Conclusion: Although surgeons have used electrosurgery for nearly a century, it remains poorly understood by most obstetrician-gynecologists. Senior residents, attendings, junior residents, and medical students all show a general deficiency in electrosurgery comprehension. This study suggests that there is a need for formal electrosurgery training. A standardized electrosurgery curriculum with a workshop component demonstrating clinically useful concepts essential for safe surgical practice is advised. PMID:25392632

Gender disparities in scholarly productivity within academic otolaryngology departments.

PubMed

Eloy, Jean Anderson; Svider, Peter; Chandrasekhar, Sujana S; Husain, Qasim; Mauro, Kevin M; Setzen, Michael; Baredes, Soly

2013-02-01

To examine whether there are gender disparities in scholarly productivity within academic otolaryngology departments, as measured by academic rank and the h-index, a published, objective measure of research contributions that quantifies the number and significance of papers published by a given author. Analysis of bibliometric data of academic otolaryngologists. Faculty listings from academic otolaryngology departments were used to determine academic rank and gender. The Scopus database was used to determine h-index and publication range (in years) of these faculty members. In addition, 20 randomly chosen institutions were used to compare academic otolaryngologists to faculty members in other surgical specialties. Mean h-indices increased through the rank of professor. Among academic otolaryngologists, men had significantly higher h-indices than women, a finding also noted on examination of faculty members from other specialties. Men had higher research productivity rates at earlier points in their career than women did. The productivity rates of women increased and equaled or surpassed those of men later in their careers. Men had higher absolute h-index values at junior academic ranks. Women academic otolaryngologists of senior rank had higher absolute h-indices than their male counterparts. The h-index measures research significance in an objective manner and indicates that although men have higher overall research productivity in academic otolaryngology, women demonstrate a different productivity curve. Women produce less research output earlier in their careers than men do, but at senior levels, they equal or exceed the research productivity of men.

Awareness, Attitude, and Knowledge of Basic Life Support among Medical, Dental, and Nursing Faculties and Students in the University Hospital.

PubMed

Sangamesh, N C; Vidya, K C; Pathi, Jugajyoti; Singh, Arpita

2017-01-01

To assess the awareness, attitude, and knowledge about basic life support (BLS) among medical, dental, and nursing students and faculties and the proposal of BLS skills in the academic curriculum of undergraduate (UG) course. Recognition, prevention, and effective management of life-threatening emergencies are the responsibility of health-care professionals. These situations can be successfully managed by proper knowledge and training of the BLS skills. These life-saving maneuvers can be given through the structured resuscitation programs, which are lacking in the academic curriculum. A questionnaire study consisting of 20 questions was conducted among 659 participants in the Kalinga Institute of Dental Sciences, Kalinga Institute of Medical Sciences, KIIT University. Medical junior residents, BDS faculties, interns, nursing faculties, and 3 rd -year and final-year UG students from both medical and dental colleges were chosen. The statistical analysis was carried out using SPSS software version 20.0 (Armonk, NY:IBM Corp). After collecting the data, the values were statistically analyzed and tabulated. Statistical analysis was performed using Mann-Whitney U-test. The results with P < 0.05 were considered statistically significant. Our participants were aware of BLS, showed positive attitude toward it, whereas the knowledge about BLS was lacking, with the statistically significant P value. By introducing BLS regularly in the academic curriculum and by routine hands on workshops, all the health-care providers should be well versed with the BLS skills for effectively managing the life-threatening emergencies.

Writing a Successful NIH Mentored Career Development Grant (K Award)

PubMed Central

Brock, Malcolm V.; Bouvet, Michael

2014-01-01

Surgery is a labor-intensive, time-consuming profession. Young faculty members in surgery are saddled with many clinical time constraints that often allow precious few moments for academic pursuits. Consequently, K award submissions from surgeons trail nonsurgeons. The National Institutes of Health (NIH), however, is actively trying to encourage participation of surgeons in basic science research, translational research, clinical outcomes research, and even in prevention/control research. But, at the same time, the NIH has newly implemented a policy that has made the grant review process more restrictive by only allowing 2 submissions of any grant application. It is imperative, therefore, for junior faculty surgeons to learn “grantsmanship” and have the ability to construct succinct, competitive K award grants. Although most of this information is public knowledge and made available by the NIH itself, many of the practical points presented here are tailored to the special needs of clinically active surgical researchers. Often, these “hints” are buried on expansive websites that require considerable time to read and navigate. The authors have a long combined experience on a study section dedicated to adjudicating K awards. The goal of this review is to present concise, useful information about common errors, research plan dos and don’ts, template examples of superior mentored letters, and many other suggestions that may assist any first-time candidate for these awards. PMID:20485135

Development and Validity Testing of Belief Measurement Model in Buddhism for Junior High School Students at Chiang Rai Buddhist Scripture School: An Application for Multitrait-Multimethod Analysis

ERIC Educational Resources Information Center

Chaidi, Thirachai; Damrongpanich, Sunthorapot

2016-01-01

The purposes of this study were to develop a model to measure the belief in Buddhism of junior high school students at Chiang Rai Buddhist Scripture School, and to determine construct validity of the model for measuring the belief in Buddhism by using Multitrait-Multimethod analysis. The samples were 590 junior high school students at Buddhist…

A Course of Study in Acting Fundamentals for Junior College.

ERIC Educational Resources Information Center

Greening, Ruth Patricia Browne

A complete and comprehensive course of study in acting fundamentals for the junior college is presented. Its overall goals are to develop individual sensitivity and creativity, without neglecting essential skills and traditional theatrical and academic values. Justification of major course objectives in the junior college curriculum, presentation…

[Quality and quality assurance of teaching in surgery - recommendations from a workshop of the surgical cooperative for quality assurance].

PubMed

Brauer, R B; Harnoss, J-C; Lang, J; Harnoss, J; Raschke, R; Flemming, S; Obertacke, U; Heidecke, C-D; Busemann, A

2010-02-01

The shortage of surgeons in the operative disciplines field has in recent years further increased. The training of a surgeon and the required lifestyle combined with the work-life balance of the surgeons are perceived as being less attractive, so that young doctors after finishing medical school rarely decide for surgical careers. Changes in the social environment outside of our clinics has resulted in a decline of the social prestige. The modified structural preconditions require a rethinking of the training processes for studying and working conditions in surgery. The quality of surgical education is therefore a cornerstone for the future development of our subject and is directly linked to the training and junior development. The CAQ meeting in Greifswald in February 2009, has focused on the teaching in surgery and developed together with medical students of different faculties solutions for the three major problem factors: teaching, training and junior development. The students are demanding clear guidelines regarding the required theoretical and practical knowledge in the form of catalogues or learning logs. The absence of intrinsic commitment to an excellent teaching and role model is due to the ongoing conflict between patient care and teaching. Because in teaching usually neither the quantity nor the quality will be systematically registered and no sanctions promote the lesson, so that the training is always considered as a last resort. One approach could be a scoring system for teaching that reflect the quantity and quality of teaching in points. The practical year needs to be reformed, since over 25% of the students spend their surgery part abroad, because they are afraid to be considered as cheap labour. Especially at this point, the lecturer is asked to reform the education of students during the practical year and to strengthen the role model for young academic teachers.

8th International Symposium on Supramolecular and Macrocyclic Chemistry

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

Davis, Jeffery T.

2015-09-18

This report summarizes the 8th International Conference on Supramolecular and Macrocyclic Chemistry (ISMSC-8). DOE funds were used to make it more affordable for students, post-docs and junior faculty to attend the conference by covering their registration costs. The conference was held in Crystal City, VA from July 7-11, 2013. See http://www.indiana.edu/~ismsc8/ for the conference website. ISMSC-8 encompassed the broad scope and interdisciplinary nature of the field. We met our goal to bring together leading scientists in molecular recognition and supramolecular chemistry. New research directions and collaborations resulted this conference. The DOE funding was crucial for us achieving our primary goal.

Century Three: Implications for Community and Junior College Research.

ERIC Educational Resources Information Center

Korim, Andrew S.

The past and present economic and social problems and cause-effect relationships are major factors in the development of education at the community and junior college levels. Internal redesign of public junior colleges during the 1960's and early 1970's transformed them from liberal arts institutions into administratively flexible institutions…

An Evaluation of the Assessment of Graphical Education at Junior Cycle in the Irish System

ERIC Educational Resources Information Center

Delahunty, Thomas; Seery, Niall; Lynch, Raymond

2012-01-01

Junior Certificate Technical Graphics was introduced in Ireland in 1991 and aimed to develop innovative problem solving aptitudes and knowledge of plane and descriptive geometry (NCCA 1991). Despite the philosophy of breadth and balance (NCCA 2004) associated with educational outcomes in the Junior Certificate curriculum, many subjects, Technical…

MICHIGAN SCIENCE CURRICULUM COMMITTEE JUNIOR HIGH SCHOOL PROJECT. (TITLE SUPPLIED).

ERIC Educational Resources Information Center

VAN DEVENTER, W.C.

REPORTED ARE THE RESULTS OF A CURRICULUM RESEARCH PROJECT OF THE MICHIGAN SCIENCE CURRICULUM COMMITTEE JUNIOR HIGH SCHOOL PROJECT FOR USE IN TEACHING JUNIOR HIGH SCHOOL UNIFIED SCIENCE. THE COMMITTEE USED PREVIOUS RESEARCH DATA, PARTICULARLY IN THE AREA OF INSTRUCTION AND INQUIRY TRAINING, TO DEVELOP 13 UNITS INCLUDING 55 OPEN-ENDED LABORATORY…

Traditional-Aged College Juniors' Career Planning Self-Efficacy: A Case Study

ERIC Educational Resources Information Center

Sherman, Dawn C.

2012-01-01

The purpose of this single-site case study was to explore and describe traditional-age college juniors' reports of self-efficacy (Bandura, 1997) regarding Career Planning (Barker & Kellen, 1998). More specifically, the career planning confidence levels of college juniors enrolled in a required career development course at a private business…

"That was a good shift".

PubMed

Johnson, Anya; Nguyen, Helena; Parker, Sharon K; Groth, Markus; Coote, Steven; Perry, Lin; Way, Bruce

2017-06-19

Purpose The purpose of this paper is to investigate a boundary spanning, interprofessional collaboration between advanced practice nurses (APNs) and junior doctors to support junior doctors' learning and improve patient management during the overtime shift. Design/methodology/approach A mixed methods evaluation of an intervention in an adult tertiary referral hospital, to enhance interprofessional collaboration on overtime shifts. Phase 1 compared tasks and ward rounds on 86 intervention shifts with 106 "regular" shifts, and examined the effect on junior doctor patient management testing a model using regression techniques. Phase 2 explored the experience of the intervention for stakeholders. 91 junior doctors participated (89 percent response rate) on 192 overtime shifts. Junior doctors, APNs and senior medical professionals/administrators participated in interviews. Findings The intervention was associated with an increase in self-initiated ward rounds by junior doctors, partially explained by junior doctors completing fewer tasks skilled nurses could also complete. The intervention significantly reduced doctors' engagement in tasks carried over from day shifts as well as first year (but not more experienced) junior doctors' total tasks. Interviews suggested the initiative reduced junior doctors' work pressure and promoted a safe team climate, situation awareness, skills, confidence, and well-being. Originality/value Junior doctors overtime shifts (5 p.m. to 11 p.m.) are important, both for hospitals to maintain patient care after hours and for junior doctors to learn and develop independent clinical decision making skills. However, junior doctors frequently report finding overtime shifts challenging and stressful. Redesigning overtime shifts to facilitate interprofessional collaboration can improve patient management and junior doctors' learning and well-being.

Potential benefits of student- and junior doctor-led textbooks.

PubMed

Qureshi, Zeshan U; Lattey, Katherine; Bryne, Patrick; Rodrigues, Mark; Ross, Michael; Maxwell, Simon

2015-06-01

Medical textbooks are an important teaching supplement. Few have junior doctors or medical students ('juniors') as primary contributors. However, the strengths of junior-led face-to-face teaching are now well-established, and we hypothesized that similar advantages would be transferrable to a textbook setting. Juniors were approached to contribute to an independently published medical textbook, with senior clinicians recruited in parallel to ensure factual accuracy. Juniors directed every aspect of textbook writing and the production process. The published book stressed that it was an open collaboration with readers, inviting them to get in touch to evaluate the text and suggest ideas for new titles. Of 75 respondents, 93 % awarded the first textbook in the series 4 or 5 out of 5 for overall quality. Five other titles have been released, with seven more in development. Over 100 juniors are currently involved, with two students progressing from reviewers to editors after less than a year of mentorship. Juniors can be a motivated, dynamic, innovative group, capable of significant contributions to the medical textbook literature. This initiative has generated a sustainable infrastructure to facilitate junior-led publishing, and has the capacity for expansion to accommodate new initiatives and ideas.

Managing the Junior Science & Humanities Symposium: Management and Operation of the Pacific Region Junior Science & Humanities Symposium, 2001-2002.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This publication provides administrative, management, supervisory guidance, and other information necessary for successful conduct and support of grades 7-12 science symposia. Originally the text was developed as the operations manual for the Pacific Region Junior Science and Humanities Symposium (PJSHS). It contains information necessary to…

Assessment System for Junior High Schools in Taiwan to Select Environmental Education Facilities and Sites

ERIC Educational Resources Information Center

Ho, Shyue-Yung; Chen, Wen-Te; Hsu, Wei-Ling

2017-01-01

Environmental education is essential for people to pursue sustainable development. In Taiwan, environmental education is taught to students until they graduate from junior high school. This study was conducted to establish an assessment system for junior high schools to select appropriate environmental education facilities and sites. A mix of…

Introducing Computational Approaches in Intermediate Mechanics

NASA Astrophysics Data System (ADS)

Cook, David M.

2006-12-01

In the winter of 2003, we at Lawrence University moved Lagrangian mechanics and rigid body dynamics from a required sophomore course to an elective junior/senior course, freeing 40% of the time for computational approaches to ordinary differential equations (trajectory problems, the large amplitude pendulum, non-linear dynamics); evaluation of integrals (finding centers of mass and moment of inertia tensors, calculating gravitational potentials for various sources); and finding eigenvalues and eigenvectors of matrices (diagonalizing the moment of inertia tensor, finding principal axes), and to generating graphical displays of computed results. Further, students begin to use LaTeX to prepare some of their submitted problem solutions. Placed in the middle of the sophomore year, this course provides the background that permits faculty members as appropriate to assign computer-based exercises in subsequent courses. Further, students are encouraged to use our Computational Physics Laboratory on their own initiative whenever that use seems appropriate. (Curricular development supported in part by the W. M. Keck Foundation, the National Science Foundation, and Lawrence University.)

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

PubMed

Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

2016-02-01

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

Clinical Research Careers: Reports from a NHLBI Pediatric Heart Network Clinical Research Skills Development Conference

PubMed Central

Lai, Wyman W.; Richmond, Marc; Li, Jennifer S.; Saul, J. Philip; Mital, Seema; Colan, Steven D.; Newburger, Jane W.; Sleeper, Lynn A.; McCrindle, Brain W.; Minich, L. LuAnn; Goldmuntz, Elizabeth; Marino, Bradley S.; Williams, Ismee A.; Pearson, Gail D.; Evans, Frank; Scott, Jane D.; Cohen, Meryl S.

2013-01-01

Background Wyman W. Lai, MD, MPH, and Victoria L. Vetter, MD, MPH. The Pediatric Heart Network (PHN), funded under the U.S. National Institutes of Health-National Heart, Lung, and Blood Institute (NIH–NHLBI), includes two Clinical Research Skills Development (CRSD) Cores, which were awarded to The Children's Hospital of Philadelphia and to the Morgan Stanley Children's Hospital of New York–Presbyterian. To provide information on how to develop a clinical research career to a larger number of potential young investigators in pediatric cardiology, the directors of these two CRSD Cores jointly organized a one-day seminar for fellows and junior faculty from all of the PHN Core sites. The participants included faculty members from the PHN and the NHLBI. The day-long seminar was held on April 29, 2009, at the NHLBI site, immediately preceding the PHN Steering Committee meeting in Bethesda, MD. Methods The goals of the seminar were 1) to provide fellows and early investigators with basic skills in clinical research 2) to provide a forum for discussion of important research career choices 3) to introduce attendees to each other and to established clinical researchers in pediatric cardiology, and 4) to publish a commentary on the future of clinical research in pediatric cardiology. Results The following chapters are compilations of the talks given at the 2009 PHN Clinical Research Skills Development Seminar, published to share the information provided with a broader audience of those interested in learning how to develop a clinical research career in pediatric cardiology. The discussions of types of clinical research, research skills, career development strategies, funding, and career management are applicable to research careers in other areas of clinical medicine as well. Conclusions The aim of this compilation is to stimulate those who might be interested in the research career options available to investigators. PMID:21167335

Impact of a Dedicated Emergency Medicine Teaching Resident Rotation at a Large Urban Academic Center.

PubMed

Ahn, James; Golden, Andrew; Bryant, Alyssa; Babcock, Christine

2016-03-01

In the face of declining bedside teaching and increasing emergency department (ED) crowding, balancing education and patient care is a challenge. Dedicated shifts by teaching residents (TRs) in the ED represent an educational intervention to mitigate these difficulties. We aimed to measure the perceived learning and departmental impact created by having TR. TRs were present in the ED from 12 pm-10 pm daily, and their primary roles were to provide the following: assist in teaching procedures, give brief "chalk talks," instruct junior trainees on interesting cases, and answer clinical questions in an evidence-based manner. This observational study included a survey of fourth-year medical students (MSs), residents and faculty at an academic ED. Surveys measured the perceived effect of the TR on teaching, patient flow, ease of procedures, and clinical care. Survey response rates for medical students, residents, and faculty are 56%, 77%, and 75%, respectively. MSs perceived improved procedure performance with TR presence and the majority agreed that the TR was a valuable educational experience. Residents perceived increased patient flow, procedure performance, and MS learning with TR presence. The majority agreed that the TR improved patient care. Faculty agreed that the TR increased resident and MS learning, as well as improved patient care and procedure performance. The presence of a TR increased MS and resident learning, improved patient care and procedure performance as perceived by MSs, residents and faculty. A dedicated TR program can provide a valuable resource in achieving a balance of clinical education and high quality healthcare.

Recruit and ADVANCE

NASA Astrophysics Data System (ADS)

Rosser, Sue V.

2007-04-01

Beginning in 2001, the National Science Foundation launched the ADVANCE Initiative, which has now awarded more than 70 million to some thirty institutions for transformations to advance women. Results of studies on how to attract and retain women students and faculty underpinned our ADVANCE Institutional Transformation grant funded by the NSF for 3.7 million for five years, beginning in 2001. As co-principal investigator on this grant, I insured that this research informed the five major threads of the grant: 1) Four termed ADVANCE professors to mentor junior women faculty in each college; 2) Collection of MIT-Report-like data indicators to assess whether advancement of women really occurs during and after the institutional transformation undertaken through ADVANCE; 3) Family-friendly policies and practices to stop the tenure clock and provide active service, modified duties, lactation stations and day care; 4) Mini-retreats to facilitate access for tenure-track women faculty to male decision-makers and administrators for informal conversations and discussion on topics important to women faculty; 5) Removal of subtle gender, racial, and other biases in promotion and tenure. The dynamic changes resulting from the grant in quality of mentoring, new understanding of promotion and tenure, numbers of women retained and given endowed chairs, and emergence of new family friendly policies gave me hope for genuine diversification of leadership in science and technology. As the grant funding ends, the absence of NSF prestige and monitoring, coupled with a change in academic leadership at the top, provide new challenges for institutionalization, recruitment, and advancement of women into leadership positions in science and engineering.

Impact of a Dedicated Emergency Medicine Teaching Resident Rotation at a Large Urban Academic Center

PubMed Central

Ahn, James; Golden, Andrew; Bryant, Alyssa; Babcock, Christine

2016-01-01

Introduction In the face of declining bedside teaching and increasing emergency department (ED) crowding, balancing education and patient care is a challenge. Dedicated shifts by teaching residents (TRs) in the ED represent an educational intervention to mitigate these difficulties. We aimed to measure the perceived learning and departmental impact created by having TR. Methods TRs were present in the ED from 12pm–10pm daily, and their primary roles were to provide the following: assist in teaching procedures, give brief “chalk talks,” instruct junior trainees on interesting cases, and answer clinical questions in an evidence-based manner. This observational study included a survey of fourth-year medical students (MSs), residents and faculty at an academic ED. Surveys measured the perceived effect of the TR on teaching, patient flow, ease of procedures, and clinical care. Results Survey response rates for medical students, residents, and faculty are 56%, 77%, and 75%, respectively. MSs perceived improved procedure performance with TR presence and the majority agreed that the TR was a valuable educational experience. Residents perceived increased patient flow, procedure performance, and MS learning with TR presence. The majority agreed that the TR improved patient care. Faculty agreed that the TR increased resident and MS learning, as well as improved patient care and procedure performance. Conclusion The presence of a TR increased MS and resident learning, improved patient care and procedure performance as perceived by MSs, residents and faculty. A dedicated TR program can provide a valuable resource in achieving a balance of clinical education and high quality healthcare. PMID:26973739

Stronger vection in junior high school children than in adults.

PubMed

Shirai, Nobu; Imura, Tomoko; Tamura, Rio; Seno, Takeharu

2014-01-01

Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435-449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399-1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development.

Narrative History of the National Council of State Directors of Community/Junior Colleges.

ERIC Educational Resources Information Center

Charles, Searle F.

The National Council of State Directors of Community/Junior Colleges (NCSDC/JC) has been an important influence on the development of the public community/junior college movement. Since the first meeting of the state directors in 1961, the Council has been involved in the coordination of community colleges at the state level and in stimulating the…

Reciprocal benefit to senior and junior peers: An outcome of a pilot research workshop at medical university.

PubMed

Ahsin, Sadia; Abbas, Seyyeda; Zaidi, Noshin; Azad, Nadia; Kaleem, Fatima

2015-08-01

A study was planned to explore and evaluate the role of senior peers in the learning process of their juniors during a Research Methodology workshop, and to assess educational advantages for seniors in leading roles. Twenty medical students participated with 15 juniors (1st to 3rd year) and 5 seniors (final/fourth year) divided into 5 groups with one senior student each at Foundation University Medical College, Islamabad, Pakistan. The seniors supervised and engaged the groups to develop research questions, formulate objectives, review literature, outline study designs, develop study tools/questionnaire and finally shape their projects in synopsis. Overall advantages to both juniors and seniors through this peer-assisted learning model were assessed by feedback proformas with open and closed-ended questions. Senior peers' facilitation was effective in the learning process of junior peers. Senior peers also gained academic benefit by exercising their leadership qualities through teaching and maintaining group dynamics.

Predicting academic performance in surgical training.

PubMed

Yost, Michael J; Gardner, Jeffery; Bell, Richard McMurtry; Fann, Stephen A; Lisk, John R; Cheadle, William G; Goldman, Mitchell H; Rawn, Susan; Weigelt, John A; Termuhlen, Paula M; Woods, Randy J; Endean, Erick D; Kimbrough, Joy; Hulme, Michael

2015-01-01

During surgical residency, trainees are expected to master all the 6 competencies specified by the ACGME. Surgical training programs are also evaluated, in part, by the residency review committee based on the percentage of graduates of the program who successfully complete the qualifying examination and the certification examination of the American Board of Surgery in the first attempt. Many program directors (PDs) use the American Board of Surgery In-Training Examination (ABSITE) as an indicator of future performance on the qualifying examination. Failure to meet an individual program's standard may result in remediation or a delay in promotion to the next level of training. Remediation is expensive in terms of not only dollars but also resources, faculty time, and potential program disruptions. We embarked on an exploratory study to determine if residents who might be at risk for substandard performance on the ABSITE could be identified based on the individual resident's behavior and motivational characteristics. If such were possible, then PDs would have the opportunity to be proactive in developing a curriculum tailored to an individual resident, providing a greater opportunity for success in meeting the program's standards. Overall, 7 surgical training programs agreed to participate in this initial study and residents were recruited to voluntarily participate. Each participant completed an online assessment that characterizes an individual's behavioral style, motivators, and Acumen Index. Residents completed the assessment using a code name assigned by each individual PD or their designee. Assessments and the residents' 2013 ABSITE scores were forwarded for analysis using only the code name, thus insuring anonymity. Residents were grouped into those who took the junior examination, senior examination, and pass/fail categories. A passing score of ≥70% correct was chosen a priori. Correlations were performed using logistic regression and data were also entered into a neural network (NN) to develop a model that would explain performance based on data obtained from the TriMetrix assessments. A total of 117 residents' TriMetrix and ABSITE scores were available for analysis. They were divided into 2 groups of 64 senior residents and 53 junior residents. For each group, the pass/fail criteria for the ABSITE were set at 70 and greater as passing and 69 and lower as failing. Multiple logistic regression analysis was complete for pass/fail vs the TriMetrix assessments. For the senior data group, it was found that the parameter Theoretical correlates with pass rate (p < 0.043, B = -0.513, exp(B) = 0.599), which means increasing theoretical scores yields a decreasing likelihood of passing in the examination. For the junior data, the parameter Internal Role Awareness correlated with pass/fail rate (p < 0.004, B = 0.66, exp(B) = 1.935), which means that an increasing Internal Role Awareness score increases the likelihood of a passing score. The NN was able to be trained to predict ABSITE performance with surprising accuracy for both junior and senior residents. Behavioral, motivational, and acumen characteristics can be useful to identify residents "at risk" for substandard performance on the ABSITE. Armed with this information, PDs have the opportunity to intervene proactively to offer these residents a greater chance for success. The NN was capable of developing a model that explained performance on the examination for both the junior and the senior examinations. Subsequent testing is needed to determine if the NN is a good predictive tool for performance on this examination. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

JUNIOR AND SENIOR HIGH SCHOOL GRADUATION REQUIREMENTS AND CURRICULA.

ERIC Educational Resources Information Center

GOLDBLUM, JANICE; AND OTHERS

GRADUATION REQUIREMENTS AND CURRICULUMS IN THE LOS ANGELES CITY SCHOOL SYSTEM INSURE INTELLECTUAL DEVELOPMENT, CIVIC RESPONSIBILITY, ECONOMIC COMPETENCY, CREATIVITY, DEVELOPMENT OF MORAL VALUES, GOOD HUMAN RELATIONS, AND HEALTH. GRADING, TRANSFERS, HOMEWORK, CREDIT, AND SPECIAL POLICIES ARE DISCUSSED. THE CURRICULUM IN JUNIOR AND SENIOR HIGH…

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

PubMed

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

2018-02-01

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

Mentoring Women in Physical Oceanography

NASA Astrophysics Data System (ADS)

Gerber, Lisa M.; Lozier, M. Susan

2010-08-01

MPOWIR Pattullo Conference; Charleston, South Carolina, 23-26 May 2010; Initiated in 2004, Mentoring Physical Oceanography Women to Increase Retention (MPOWIR) is a community-initiated and community-led program aimed at providing mentoring to junior women in physical oceanography to improve their retention in the field. The centerpiece of the MPOWIR program is the Pattullo Conference, a two-and-a-half-day mentoring event held biannually. The second conference was held in South Carolina. The conference is named for June Pattullo, the first woman to receive a Ph.D. in physical oceanography. The goals of the Pattullo Conference are to build community networks among junior and senior scientists, to provide junior scientists with feedback on their current and planned research projects, to provide advice to junior scientists on their career goals, to introduce both senior and junior scientists to aspects of professional development, and to raise awareness of issues confronting junior women among the senior scientist community.

Towards Sustainability and Scalability of Educational Innovations in Hydrology:What is the Value and who is the Customer?

NASA Astrophysics Data System (ADS)

Deshotel, M.; Habib, E. H.

2016-12-01

There is an increasing desire by the water education community to use emerging research resources and technological advances in order to reform current educational practices. Recent years have witnessed some exemplary developments that tap into emerging hydrologic modeling and data sharing resources, innovative digital and visualization technologies, and field experiences. However, such attempts remain largely at the scale of individual efforts and fall short of meeting scalability and sustainability solutions. This can be attributed to number of reasons such as inadequate experience with modeling and data-based educational developments, lack of faculty time to invest in further developments, and lack of resources to further support the project. Another important but often-overlooked reason is the lack of adequate insight on the actual needs of end-users of such developments. Such insight is highly critical to inform how to scale and sustain educational innovations. In this presentation, we share with the hydrologic community experiences gathered from an ongoing experiment where the authors engaged in a hypothesis-driven, customer-discovery process to inform the scalability and sustainability of educational innovations in the field of hydrology and water resources education. The experiment is part of a program called Innovation Corps for Learning (I-Corps L). This program follows a business model approach where a value proposition is initially formulated on the educational innovation. The authors then engaged in a hypothesis-validation process through an intense series of customer interviews with different segments of potential end users, including junior/senior students, student interns, and hydrology professors. The authors also sought insight from engineering firms by interviewing junior engineers and their supervisors to gather feedback on the preparedness of graduating engineers as they enter the workforce in the area of water resources. Exploring the large landscape of potential users is critical in formulating a user-driven approach that can inform the innovation development. The presentation shares the results of this experiment and the insight gained and discusses how such information can inform the community on sustaining and scaling hydrology educational developments.

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

PubMed Central

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

2018-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge. PMID:28678104

Junior High Environmental and Outdoor Education: Teacher

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This manual for Junior High Environmental and Outdoor Education courses specifically addresses the special needs of adolescent students. A program development model is organized around six elements: (1) outdoor core; (2) personal and group development; (3) environmental core; (4) outdoor expeditions; (5) environmental investigations; and (6)…

Teaching fellowships for UK foundation doctors.

PubMed

Qureshi, Shaun

2015-01-01

Teaching Fellowships for junior doctors in their second post-graduate (FY2) year should be considered by medical students and junior doctors in UK. FY2 Teaching Fellowships are available in many foundation schools as part of the UK Academic Foundation Programme. Although programme structures differ between schools, they are designed to allow junior trainees to take time out from clinical practice to develop their teaching skills and gain insights into medication education careers. The advantages of an FY2 teaching fellowship include valuable experience of teaching and formal feedback not available to other trainees; the opportunity to further develop your portfolio; further development of the trainee's own knowledge and skills; the stimulation of working with students. Potential drawbacks to be considered are reduced direct clinical contact; reduced salary; difficulty carrying out education research in the allocated time frame; occasional difficulties establishing the teacher-student relationship while the trainee is at a relatively junior level. Experience of medical education as an FY2 trainee provides a helpful stepping stone whether or not the trainee further pursues education as a career, because the teaching skills are transferable to any specialty, and the unique experience enhances the trainee's confidence as a role model for junior colleagues.

Determinants of journal choice among Nigerian medics

PubMed Central

Olusegun, Nwhator Solomon; Olayinka, Agbaje Maarufah; Modupe, Soroye; Ikenna, Isiekwe Gerald

2015-01-01

Introduction Despite the well-known maxim "publish or perish" among academicians, productivity remains low in Nigeria. There are barriers to academic writing which must be identified and addressed. Even after addressing those barriers, authors are faced with another dilemma-where to publish. It was the concern of the authors to evaluate perceived barriers to academic writing and the determinants of journal choice among Nigerian academics. They also attempted to evaluate the determinants of journal choice and perceived barriers to academic writing among Nigerian academicians. Respondents were academicians used in the context of this study to mean anyone involved in academic writing. Such persons must have written and published at least one paper in a peer-reviewed journal in the preceding year to be included in the survey. An online-based self-administered questionnaire. Methods An online structured and self-administered questionnaire-based cross sectional survey of Nigerian medical academicians was conducted over a period of one year using a Google-powered questionnaire. The questionnaire assessed the determinants of journal choice, perceived barriers to publications, number of publications in the preceding year as a measure of academic productivity and the highest publication fee authors were willing to pay. Results Of the over 500 email request sent, a total of 200 academicians responded (response rate of 40%). The male and female distribution was 120 and 80 respectively. The highest number of respondents were lecturer 1 and senior lecturers (or junior faculty) (69.5%) however the senior faculty had the higher number of publications in the preceding year. Indexing (35.5%) was the most important determinant of journal choice whilst ease of submission (2.1%) was the least. Unfriendly environment (46%) was the most perceived barrier to publication. Though, majority (88.5%) of the respondents were willing to pay up $300 as publication fees, twice as many junior faculty members (28%) were willing to pay more than $300 as publication fee when compared with professors (12.5%). About 140 of the respondents (70%) were doctors/dentists. Conclusion In this study, the major determinant of journal choice among Nigerian medics is journal indexing and unfriendly environment appears to be the major perceived barrier to publication. Encouraging a friendly and conducive environment in the universities will impact positively in academic productivity amongst Nigerian faulty members. PMID:26327985

Determinants of journal choice among Nigerian medics.

PubMed

Olusegun, Nwhator Solomon; Olayinka, Agbaje Maarufah; Modupe, Soroye; Ikenna, Isiekwe Gerald

2015-01-01

Despite the well-known maxim "publish or perish" among academicians, productivity remains low in Nigeria. There are barriers to academic writing which must be identified and addressed. Even after addressing those barriers, authors are faced with another dilemma-where to publish. It was the concern of the authors to evaluate perceived barriers to academic writing and the determinants of journal choice among Nigerian academics. They also attempted to evaluate the determinants of journal choice and perceived barriers to academic writing among Nigerian academicians. Respondents were academicians used in the context of this study to mean anyone involved in academic writing. Such persons must have written and published at least one paper in a peer-reviewed journal in the preceding year to be included in the survey. An online-based self-administered questionnaire. An online structured and self-administered questionnaire-based cross sectional survey of Nigerian medical academicians was conducted over a period of one year using a Google-powered questionnaire. The questionnaire assessed the determinants of journal choice, perceived barriers to publications, number of publications in the preceding year as a measure of academic productivity and the highest publication fee authors were willing to pay. Of the over 500 email request sent, a total of 200 academicians responded (response rate of 40%). The male and female distribution was 120 and 80 respectively. The highest number of respondents were lecturer 1 and senior lecturers (or junior faculty) (69.5%) however the senior faculty had the higher number of publications in the preceding year. Indexing (35.5%) was the most important determinant of journal choice whilst ease of submission (2.1%) was the least. Unfriendly environment (46%) was the most perceived barrier to publication. Though, majority (88.5%) of the respondents were willing to pay up $300 as publication fees, twice as many junior faculty members (28%) were willing to pay more than $300 as publication fee when compared with professors (12.5%). About 140 of the respondents (70%) were doctors/dentists. In this study, the major determinant of journal choice among Nigerian medics is journal indexing and unfriendly environment appears to be the major perceived barrier to publication. Encouraging a friendly and conducive environment in the universities will impact positively in academic productivity amongst Nigerian faulty members.

A Study of Selected Developing Colleges and Universities. Case Study II: St. Mary's Junior College, Minneapolis, Minnesota.

ERIC Educational Resources Information Center

St. John, Edward P.

As part of a study of selected developing colleges and universities funded in the Advanced Institutional Development Program (AIDP), this report focuses on St. Mary's Junior College (SMJC), a Roman Catholic, two-year college specializing exclusively in health, health-related and human service fields. The report considers SMJC's state of…

Development and Validation of a Project Package for Junior Secondary School Basic Science

ERIC Educational Resources Information Center

Udofia, Nsikak-Abasi

2014-01-01

This was a Research and Developmental study designed to develop and validate projects for Junior Secondary School Basic Science instruction and evaluation. The projects were developed using the project blueprint and sent for validation by experts in science education and measurement and evaluation; using a project validation scale. They were to…

DEVELOPMENT OF PROCEDURES FOR DERIVING TRAINING OBJECTIVES FOR JUNIOR OFFICER JOBS.

ERIC Educational Resources Information Center

AMMERMAN, HARRY L.

A SYSTEMATIC METHOD WAS DEVELOPED TO BE USED BY SERVICE SCHOOL PERSONNEL IN PREPARING JOB-ORIENTED TRAINING OBJECTIVES FOR JUNIOR OFFICERS, PRIMARILY IN THE FORM OF BEHAVIORAL STATEMENTS OF PERFORMANCE EXPECTED AFTER TRAINING. THE PROCEDURES DEVELOPED WERE (1) LISTING ALL TASKS FOR A JOB, (2) SELECTING TASKS FOR SOME FORMAL TRAINING, (3)…

Facilities Planning Conference for Community-Junior College State-Level Personnel.

ERIC Educational Resources Information Center

Florida Univ., Gainesville. Inst. of Higher Education.

This report on planning and developing facilities for community-junior colleges includes papers presented at a conference for state-level facility planners. The meeting covered the following areas: (1) development of physical facilities responsive to educational programs and community needs; (2) efficient use of existing facilities through…

Faculty Development and the Community College LRC.

ERIC Educational Resources Information Center

Kazlauskas, Edward John; Maxwell, William

1990-01-01

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

Sarasota County, Florida, Junior High Career Education Model as Based on the Nine Federal Objectives. A Comprehensive Program of Vocational Education for Career Development: K-University.

ERIC Educational Resources Information Center

Wu, P. C., Comp.; And Others

One of nine products developed for a comprehensive program (kindergarten through university level) of career development for vocational education in Florida, this manual contains a listing of materials and activities developed for junior high programs. The listing is divided by descriptors into four subdivisions: section "SO," which…

What do junior doctors want in start-of-term orientation?

PubMed

Mulroy, Seonaid; Rogers, Ian R; Janakiramanan, Neela; Rodrigues, Michelle

2007-04-02

A comprehensive but succinct orientation is vital for junior doctors as they rotate through jobs during the early postgraduate years. The orientation process will become increasingly relevant in Australia with the change of work patterns to shorter hours and rotating shift rosters. Although orientation is often thought to be suboptimal, there is limited research published on this important process. Feedback from junior doctors suggests that formalised orientation programs at the start of term are highly valued. Junior doctors themselves should be involved in the development and delivery of the orientation program. Junior doctors appreciate the participation of senior staff in the orientation program, but much of it can be overseen by registrars, nursing staff and allied health staff. Use of a standardised proforma with peer-to-peer delivery can facilitate a smooth orientation.

To Assess Sleep Quality among Pakistani Junior Physicians (House Officers): A Cross-sectional Study.

PubMed

Surani, A A; Surani, A; Zahid, S; Ali, S; Farhan, R; Surani, S

2015-01-01

Sleep deprivation among junior physicians (house officers) is of growing concern. In developed countries, duty hours are now mandated, but in developing countries, junior physicians are highly susceptible to develop sleep impairment due to long working hours, on-call duties and shift work schedule. We undertook the study to assess sleep quality among Pakistani junior physicians. A cross-sectional study was conducted at private and public hospitals in Karachi, Pakistan, from June 2012 to January 2013. The study population comprised of junior doctors (house physicians and house surgeons). A consecutive sample of 350 physicians was drawn from the above-mentioned study setting. The subject underwent two validated self-administered questionnaires, that is, Pittsburgh Sleep Quality Index (PSQI) and Epworth Sleepiness Scale (ESS). A total of 334 physicians completely filled out the questionnaire with a response rate of 95.4% (334/350). Of 334 physicians, 36.8% (123/334) were classified as "poor sleepers" (global PSQI score > 5). Poor sleep quality was associated with female gender (P = 0.01), excessive daytime sleepiness (P < 0.01), lower total sleep time (P < 0.001), increased sleep onset latency (P < 0.001), and increased frequency of sleep disturbances (P < 0.001). Abnormal ESS scores (ESS > 10) were more prevalent among poor sleepers (P < 0.01) signifying increased level of daytime hypersomnolence. Sleep quality among Pakistani junior physicians is significantly poor. Efforts must be directed towards proper sleep hygiene education. Regulations regarding duty hour limitations need to be considered.

Do AAO-HNSF CORE Grants Predict Future NIH Funding Success?

PubMed

Eloy, Jean Anderson; Svider, Peter F; Kanumuri, Vivek V; Folbe, Adam J; Setzen, Michael; Baredes, Soly

2014-08-01

To determine (1) whether academic otolaryngologists who have received an American Academy of Otolaryngology- Head and Neck Surgery Foundation (AAO-HNSF) Centralized Otolaryngology Research Efforts (CORE) grant are more likely to procure future National Institutes of Health (NIH) funding; (2) whether CORE grants or NIH Career Development (K) awards have a stronger association with scholarly impact. Historical cohort. Scholarly impact, as measured by the h-index, publication experience, and prior grant history, were determined for CORE-funded and non-CORE-funded academic otolaryngologists. All individuals were assessed for NIH funding history. Of 192 academic otolaryngologists with a CORE funding history, 39.6% had active or prior NIH awards versus 15.1% of 1002 non-CORE-funded faculty (P < .0001). Higher proportions of CORE-funded otolaryngologists have received K-series and R-series grants from the NIH (P-values < .05). K-grant recipients had higher h-indices than CORE recipients (12.6 vs 7.1, P < .01). Upon controlling for rank and experience, this difference remained significant among junior faculty. A higher proportion of academic otolaryngologists with prior AAO-HNSF CORE funding have received NIH funding relative to their non-CORE-funded peers, suggesting that the CORE program may be successful in its stated goals of preparing individuals for the NIH peer review process, although further prospective study is needed to evaluate a "cause and effect" relationship. Individuals with current or prior NIH K-grants had greater research productivity than those with CORE funding history. Both cohorts had higher scholarly impact values than previously published figures among academic otolaryngologists, highlighting that both CORE grants and NIH K-grants awards are effective career development resources. © American Academy of Otolaryngology—Head and Neck Surgery Foundation 2014.

A comprehensive space management model for facilitating programmatic research.

PubMed

Libecap, Ann; Wormsley, Steven; Cress, Anne; Matthews, Mary; Souza, Angie; Joiner, Keith A

2008-03-01

In FY04, the authors developed and implemented models to manage existing and incremental research space, and to facilitate programmatic research, at the University of Arizona College of Medicine. Benchmarks were set for recovery of total sponsored research dollars and for facilities and administrative (F&A) dollars/net square foot (nsf) of space, based on college-wide metrics. Benchmarks were applied to units (departments, centers), rather than to individual faculty. Performance relative to the benchmark was assessed using three-year moving averages, and applied to existing blocks of space. Space was recaptured or allocated, in all cases to programmatic themes, using uniform policies. F&A revenues were returned on the basis of performance relative to a benchmark. During the first two years after implementation of the model (FY05 and FY06), and for the 24 units occupying research space, median total sponsored research revenue/nsf increased from $393.96 to $474.46 (20.4%), and median F&A revenue/nsf increased from $57.42 to $91.86 (60.0%). These large increases in median values are driven primarily from redistribution and recapturing of space. Recruiting policies for unit heads were developed to facilitate joint hires among units. In combination, these policies created a comprehensive space management model for facilitating programmatic research. Although challenges remain in implementing the programmatic recruitment strategy, and selected modifications to the original policy were introduced later (e.g., research space for newly recruited junior faculty is now exempted from calculations for three years), overall, the models have created a climate of transparency that is now accepted and that allows efficient and equitable management of research space.

Weaving the native web: using social network analysis to demonstrate the value of a minority career development program.

PubMed

Buchwald, Dedra; Dick, Rhonda Wiegman

2011-06-01

American Indian and Alaska Native scientists are consistently among the most underrepresented minority groups in health research. The authors used social network analysis (SNA) to evaluate the Native Investigator Development Program (NIDP), a career development program for junior Native researchers established as a collaboration between the University of Washington and the University of Colorado Denver. The study focused on 29 trainees and mentors who participated in the NIDP. Data were collected on manuscripts and grant proposals produced by participants from 1998 to 2007. Information on authorship of manuscripts and collaborations on grant applications was used to conduct social network analyses with three measures of centrality and one measure of network reach. Both visual and quantitative analyses were performed. Participants in the NIDP collaborated on 106 manuscripts and 83 grant applications. Although three highly connected individuals, with critical and central roles in the program, accounted for much of the richness of the network, both current core faculty and "graduates" of the program were heavily involved in collaborations on manuscripts and grants. This study's innovative application of SNA demonstrates that collaborative relationships can be an important outcome of career development programs for minority investigators and that an analysis of these relationships can provide a more complete assessment of the value of such programs.

A collaboration among health sciences schools to enhance faculty development in teaching.

PubMed

Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

"Kalosara" Revitalization as an Ethno-Pedagogical Media in the Development of Character of Junior High School Students

ERIC Educational Resources Information Center

Anwar; Suardika, I. Ketut; Mursidin, T.; Suleiman, Abdul Rauf; Syukur, Muhammad

2018-01-01

The aims of the research are (1) to identify types of character through "kalosara" revitalization as an ethno-pedagogical media in social sciences (IPS) learning at junior high school (SMP), (2) to develop strategy of "kalosara" revitalization as an ethno-pedagogical media in the development of characters of students, and (3)…

A New Approach for Teaching the History and Development of Scientific Concepts in Junior High School Science.

ERIC Educational Resources Information Center

Williams, Charles Fenton

The purpose of this study was to develop and evaluate curricular material concepts for junior high school science teachers. The vehicle chosen was the evolutionary development of physiological concepts relating to blood circulation and kidney function in man from the prehistoric period to the present. This material was produced as a teacher…

Stronger vection in junior high school children than in adults

PubMed Central

Shirai, Nobu; Imura, Tomoko; Tamura, Rio; Seno, Takeharu

2014-01-01

Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435–449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399–1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development. PMID:24971067

A CURRICULUM DESIGN FOR DISADVANTAGED COMMUNITY JUNIOR COLLEGE STUDENTS.

ERIC Educational Resources Information Center

CLARKE, JOHNNIE RUTH

THE JUNIOR COLLEGE MUST DEVELOP A CURRICULUM DESIGNED TO MEET THE IDENTIFIABLE EDUCATIONAL NEEDS OF THE DISADVANTAGED STUDENT, WITH SPECIFIC REFERENCE TO THE EFFECTS OF DEPRIVATION ON ASPIRATIONS, VALUES, MOTIVATION, AND SELF-CONCEPT AND TO THE INFLUENCE OF CLASS OR CASTE ON ACADEMIC PROGRESS. THIS STUDENT NEEDS TO DEVELOP (1) POSITIVE FEELINGS OF…

Design and Implementation of a Human Development Program at Northwest Alabama Junior College.

ERIC Educational Resources Information Center

Conrad, Delora P.

The Student Advancement in Learning (SAIL) project was instituted at Northwest Alabama State Junior College (NASJC) to increase the retention of high risk students through a combination of courses and services in the areas of academic and personal development, career exploration, individual counseling, and financial aid. During the planning stages…

Pensacola Junior College Educational Support Development Plan for the Aging and Aged.

ERIC Educational Resources Information Center

Tamburello, G. B.

This report recommends three general categories of involvement in the development of educational programs for the aging and aged at Pensacola Junior College (Florida). (1) Pre-retirement Education: courses should include the psychology of aging, family structures, estate planning, federal laws that affect the elderly, employment opportunities, and…

A Model Business and Industrial Development Program for Community Colleges. Final Report.

ERIC Educational Resources Information Center

Texas Coll. and Univ. System, Austin. Coordinating Board.

Designed to help community and junior colleges in Texas establish their own approach to economic development services, this report reviews innovative programs providing assistance to business and industry in many parts of the United States. After chapter I discusses the changing role of community and junior colleges in economic development…

Faculty Development.

ERIC Educational Resources Information Center

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

This document contains the following papers on faculty development and technology: "Involving Faculty in Faculty Development" (Kristine Blair and Dan Madigan); "Technology Use in Higher Education: A Faculty Development Model" (Jessica Kahn); "A Faculty of Education as a Community of Learners: Growing to Meet the Demands of…

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

NASA Astrophysics Data System (ADS)

Delahoyde, Theresa

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

PubMed

Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

2013-08-01

There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

Recognizing the Importance of Leadership: A Recent Graduate Develops a Corpsman.

PubMed

Hartzell, Joshua D; Gilbert, Laura

2018-01-01

There is a growing interest in leadership development within the field of medicine both within the military and the larger medical community. Recognition of the importance of leadership training during graduate medical education has grown, but many residents and faculty still argue that residency training should focus on clinical skills and medical knowledge. Most graduates of training programs in the military quickly find themselves in formal leadership positions or they must informally lead in their clinical practice. As these new graduates enter practice, they quickly realize the need to be able to effectively lead. In order to highlight some of the leadership challenges that junior military physicians face, Military Medicine is starting a new column called "Leadership Lessons from the Field." This article is the first in the series and discusses a recent graduate's experience in dealing with an underperforming corpsman. The article reviews the importance of emotional intelligence, feedback, and goal setting. Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2017. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Strategies for Teaching Elementary and Junior High Students.

ERIC Educational Resources Information Center

Consuegra, Gerard F.

1980-01-01

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

Junior high school occupant protection materials

DOT National Transportation Integrated Search

1989-09-06

Based on a review of existing occupant protection materials, discussions with panel of subject experts and teachers, and a series of pilot tests, a set of (draft) curriculum materials on occupant safety was developed for junior high school students. ...

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Gender Equity in Materials Science and Engineering

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

Angus Rockett

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

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

PubMed

Lawrence, Elizabeth A; Oyama, Oliver N

2013-01-01

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

Taking on the doctor role in whole-task simulation.

PubMed

Bartlett, Maggie; Gay, Simon P; Kinston, Ruth; McKinley, Robert

2018-06-01

Untimed simulated primary care consultations focusing on safe and effective clinical outcomes were first introduced into undergraduate medical education in Otago, New Zealand, in 2004. We extended this concept and included a secondary care version for final-year students. We offer students opportunities to manage entire consultations, which include making and implementing clinical decisions with simulated patients (SPs). Formative feedback is given by SPs on the achievement of pre-determined outcomes and by faculty members on clinical decision making, medical record keeping and case presentation. We explored students' perceptions of the educational value of the sessions using post-session questionnaires (n = 194) and focus groups (n = 36 participants overall). Students are offered opportunities to manage entire consultations with simulated patients RESULTS: Students perceived that the sessions were useful, enjoyable and relevant to early postgraduate practice. They identified useful learning in time management, communication, decision making, prescribing and managing uncertainty. Students identified gaps in their knowledge and recognised that they had been offered opportunities to develop decision-making skills by having to take responsibility for whole consultations and all the decisions included within them. Most students reported positive impacts on learning, although a small minority reported negative impacts on their perceptions of their ability to cope as a junior doctor. These simulated consultation sessions appear to lead to the effective learning of a range of skills that students need in order to work as junior doctors. Facilitators leading such sessions must be alert to the possibility of educational harm arising from such simulations, and the need to address this during the debriefing. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Preparing prospective physics teachers to teach integrated science in junior high school

NASA Astrophysics Data System (ADS)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Junior High School Science: A Manual for Teachers. A Search for Structure. Grade 7.

ERIC Educational Resources Information Center

Baltimore County Public Schools, Towson, MD.

GRADES OR AGES: Grade 7. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The introduction describes the development of the junior high school science program. The main text is divided into three phases: Processes and Skills, Developing a Model of Matter, and Human Structure and Function. Phase I contains two subcategories: Rocks and…

Development of System Thinking Skills in the Context of Earth System Education

ERIC Educational Resources Information Center

Assaraf, Orit Ben-Zvi; Orion, Nir

2005-01-01

The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth-grade students from two different classes of an urban Israeli junior high school who studied an earth systems-based curriculum that focused on the hydro cycle. The study addressed the following…

The Curriculum Development Project for the Medical Laboratory Technology Program at Miami-Dade Junior College, Miami, Florida. Final Report.

ERIC Educational Resources Information Center

Miami-Dade Junior Coll., FL. Div. of Allied Health Studies.

During Phase I of an Allied Health Professions Basic Improvement Grant, a five-member committee developed a curriculum for a medical laboratory technology program at Miami-Dade Junior College by: (1) defining competencies which differentiate a certified laboratory assistant from a medical laboratory technician, (2) translating expected laboratory…

A Development Program for Metropolitan Junior College, Kansas City. Volume One: Executive Summary.

ERIC Educational Resources Information Center

Little (Arthur D.), Inc., San Francisco, CA.

This five-part report provides a summary of the findings and recommendations resulting from a study conducted to determine the most suitable sites for three Metropolitan Junior College (MJC) campuses and to formulate long-range plans for the development of a comprehensive institution. After presenting introductory material, Part I notes problems…

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…

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

PubMed

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

2011-02-01

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

A 25-year analysis of the American College of Gastroenterology Research Grant Program:

PubMed Central

Crockett, Seth D.; Dellon, Evan S.; Bright, Stephanie D.; Shaheen, Nicholas J.

2011-01-01

Introduction The American College of Gastroenterology (ACG) has awarded research grants for 25 years. We assessed the characteristics of grant recipients, their current academic status, and the likelihood of publication resulting from the grant. Methods Demographic data, year and amount of award, title of project, and recipient’s institution were extracted from ACG databases. Using ACG reports and medical literature search engines, we assessed publication based on grant-funded research, as well as career publication record. We also determined the current position of awardees. Similar analysis was performed for recipients of junior investigator awards. Results A total of 396 clinical research awards totaling $5,374,497 ($6,867,937 in 2008 dollars) were awarded to 341 recipients in the 25 years between 1983 and 2008. The most commonly funded areas of research were endoscopy (22% of awards) and motility/functional disorders (21%). At least one peer-reviewed publication based on grant-funded research occurred in 255 of the awards (69%). Higher award value was associated with subsequent publication. Of 341 past awardees, 195 (62%) are currently in academic positions. Factors associated with staying in academics included higher award value (p<0.01), a Master’s degree (p=0.02) and publishing grant-funded research (p<0.01). The junior faculty career development award was granted to 27 individuals for a total of $3,000,000 (3,398,004 in 2008 dollars). Publication resulted from 90% of the funded projects, and 95% of awardees have remained in academics. Overall, the mean cost in grant dollars per published paper based on the research was $14,875. Conclusion The majority of ACG grant recipients published the results of their research and remained in academics. Higher amount of award, holding an advanced degree, and publication were associated with careers in academics. The ACG research grant award program is an important engine of investigation, publications, and academic career development in the field of gastroenterology. PMID:19319125

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…

Career planning and mentorship: a few key considerations for trainees.

PubMed

Badawy, Sherif M

2017-01-01

Publishing and securing funding are considered our "academic currency", and therefore, both should be emphasized during training, both residency and fellowship. Trainees should make an effort to find funding opportunities at or outside of their institutions and try to identify their short- and long-term goals. Establishing a track record of publications can help trainees get hired, funded, and promoted as junior faculty, and effective networking and mentorship are critical determinants of academic success. Given the positive effects of mentorship, trainees should understand what comprises a good mentor-mentee relationship and how to optimize the mentoring process. The objective of this article is to discuss few key considerations for trainees in residency or fellowship regarding mentorship and career planning in academic medicine.

A Critical Appraisal of and Recommendations for Faculty Development

PubMed Central

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

2011-01-01

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

A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

PubMed

O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

2016-05-01

Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

Selected engagement factors and academic learning outcomes of undergraduate engineering students

NASA Astrophysics Data System (ADS)

Justice, Patricia J.

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable to career paths, 4) engineering program objectives not aligned with student learning outcomes, 5. lack of encouragement to join engineering association for professional development. This study determined statistically that the factors having the most significant influence on undergraduate engineering student and learning outcome is the role that faculty plays inside and outside the classroom. The satisfaction of students regarding faculty on availability and feedback was negative. Engineering programs appear to have issues with alignment of ABET learning outcomes from a student perspective on knowledge, ability of engineering skills and ability acquired at the time of this study. The researcher believes that the findings are valid viewing the maturity of the majority of responses were from upper-class juniors and seniors. In addition, gender and racial/ethnicity disparity were found with low number of females compared to males. The racial/ ethnicity disparity was especially noted for Hispanic and Native American students.

Assessing Student-Mentor Interaction During a Summer REU for Two Year College Students

NASA Astrophysics Data System (ADS)

Doser, D. I.; Olivarez, A.; Rohrbaugh, R.; Villalobos, J. I.

2017-12-01

UTEP-ROCCS (Research Opportunities for Community College Students) is a summer REU program designed exclusively for two-year college students. The program differs from other summer REU's in several ways. First, the participants are only in El Paso during the month of June to begin their research projects, with subsequent research carried out at their home institutions with intensive virtual mentoring in July. Second, the mentoring team is a unique mix of 2-year and 4-year college faculty and undergraduate juniors and seniors. Our first cohort of 6 ROCCS students began their research in June 2017 supported by 2 UTEP undergraduate mentors and 5 faculty mentors. Preliminary results of a series of 4 weekly road checks indicate that 95% of the time the participants felt the faculty and student mentors were supportive, encouraging, and able to respond to their questions and concerns. All felt they received constructive, useful critiques of their field and research work, were motivated by the mentors to learn more and were challenged to extend their abilities and skills for the success of their research projects. Over 70% of the time they felt the mentors encouraged them by suggesting appropriate and available resources when they were struggling. And, most importantly, over 96% of the time they felt the experience stimulated their interest in geology as a future career. We hope to observe similar trends in the road checks of July 2017 as participants prepare their results for the AGU's fall virtual undergraduate poster session.

Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.

PubMed

Brissette, Mark D; Johnson, Kristen A; Raciti, Patricia M; McCloskey, Cindy B; Gratzinger, Dita A; Conran, Richard Michael; Domen, Ronald E; Hoffman, Robert D; Post, Miriam D; Roberts, Cory Anthony; Rojiani, Amyn M; Powell, Suzanne Zein-Eldin

2017-10-01

- Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.

Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors.

PubMed

de Lasson, Lydia; Just, Eva; Stegeager, Nikolaj; Malling, Bente

2016-06-24

The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.

Individuals and Institutions : How to Advance Women in Science

NASA Astrophysics Data System (ADS)

Valian, Virginia

2015-01-01

The inception of the NSF ADVANCE program marked a change in NSF's efforts to improve the advancement of women in the sciences. Previous efforts had focused on providing women with funding to pursue their research. ADVANCE focuses on changing the institutions in which women do their research. Evidence of ADVANCE's successes can be seen both in the careers of individual women and in hiring and retention figures at the institutions that received funding. In Part 1, I will review interventions that help women to succeed, with a focus on the Sponsorship Program and the Workshop Series for Junior Faculty that the Gender Equity Project at Hunter College developed. In Part 2, I will review successes in changing hiring practices, with a focus on ADVANCE programs from the University of Michigan and the University of Wisconsin. In Part 3, I will analyze the costs and benefits of the two types of intervention, including the long time course of institutional change, the helpful or hurtful role that leaders can play, the need for intervention at the departmental level, and the potential for individuals to change institutions.

Anesthesiology mentoring.

PubMed

Wenzel, Volker; Gravenstein, Nikolaus

2016-12-01

Mentoring is fundamentally valuable and important to students considering a path into our specialty, as well as to colleagues already in it and with ambition to advance. General principles and personal experiences are collected and described to help inform future mentors and to reinforce the value of having a mentor and the satisfaction (and work) that is associated with such a role. Detecting a latent talent among medical students or residents may be challenging but is worth the effort to develop personal careers and the specialty itself. Upon agreeing to jointly move a certain project, a professional plan is needed to improve chances of success and decrease the likelihood of frustration. Various challenges always have to be detected and solved, with the ultimate goal to guide a medical student to residency, subsequently into faculty status and preferably to lifelong collaboration. Access to a mentor is an often-cited key to choosing a specialty and the success of junior colleagues and thus the entire department. Mentoring is fundamentally valuable in providing role modeling and also in protecting the mentee from the inefficiency of learning lessons the hard way.