Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-03-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

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

PubMed

Mancuso, Josephine M

2009-06-01

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

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

PubMed Central

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

2015-01-01

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

The Future of the American Faculty: An Interview with Martin J. Finkelstein and Jack H. Schuster

ERIC Educational Resources Information Center

Rice, R. Eugene

2004-01-01

Martin J. Finkelstein and Jack H. Schuster have teamed up to continue tracing the changes taking place in faculty work with their Project on the American Faculty. They have published The New Academic Generation: A Profession in Transformation (1998), co-authored with Robert Seal, and are preparing a new manuscript to appear in 2004 with a working…

Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

ERIC Educational Resources Information Center

Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

2014-01-01

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

Increasing the Number of Special Education Faculty: Policy Implications and Future Directions.

ERIC Educational Resources Information Center

Hardman, Michael L.; West, Jane

2003-01-01

This article reviews the history of national policy for personnel preparation under Part D of the Individuals with Disabilities Education Act and offers some recommendations for federal policy that may increase special education faculty. It concludes that higher education must develop new ways of communicating its importance to policy makers.…

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…

Preparing Future Teacher-Leaders: Experiences from the University of Connecticut's Five-Year Teacher Education Program

ERIC Educational Resources Information Center

Schwab, Richard L.; DeFranco, Thomas C.; McGivney-Burelle, Jean

2004-01-01

The article discusses the Integrated Bachelor's/Master's (IB/M) Teacher Preparation, a five-year teacher preparation program that integrates coursework, school-based clinic experiences, and university and K-12 faculty in the preparation of pre-service teachers. A major component of the IB/M program is the relationship with selected public school…

Characteristics of effective family medicine faculty development programs.

PubMed

Bland, C J; Stritter, F T

1988-01-01

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

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

ERIC Educational Resources Information Center

Hardré, Patricia L.; Pan, Rui

2017-01-01

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

Developing Expert Interdisciplinary Thinkers: Online Resources for Preparing Pre-service Teachers to Teach the NGSS

NASA Astrophysics Data System (ADS)

Kent, M.; Egger, A. E.; Bruckner, M. Z.; Manduca, C. A.

2014-12-01

Over 100,000 students obtain a bachelor's degree in education every year; these students most commonly encounter the geosciences through a general education course, and it may be the only geoscience course they ever take. However, the Next Generation Science Standards (NGSS) contain much more Earth science content than previous standards. In addition, the NGSS emphasize the use of science and engineering practices in the K-12 classroom. Future teachers need to experience learning science as a scientist, through a hands-on, activity-based learning process, in order to give them the skills they need to teach science that same way in the future. In order to be successful at teaching the NGSS, both current and future teachers will need more than a single course in geoscience or science methods. As a result, there is now a key opportunity for geoscience programs to play a vital role in strengthening teacher preparation programs, both through introductory courses and beyond. To help programs and individual faculty take advantage of this opportunity, we have developed a set of web-based resources, informed by participants in the InTeGrate program as well as by faculty in exemplary teacher preparation programs. The pages address the program-level task of creating engaging and effective courses for teacher preparation programs, with the goal of introducing education majors to the active pedagogies and geoscience methods they will later use in their own classrooms. A collection of exemplary Teacher Preparation programs is also included. Additional pages provide information on what it means to be an "expert thinker" in the geosciences and how individual faculty and teachers can explicitly teach these valuable skills that are reflected in the science and engineering practices of the NGSS. Learn more on the InTeGrate web site about preparing future teachers: serc.carleton.edu/integrate/programs/teacher_prep.htmland training expert thinkers: serc.carleton.edu/integrate/teaching_materials/expert_thinkers.html

Deja Vu All over Again.

ERIC Educational Resources Information Center

LaPidus, Jules B.

1993-01-01

A discussion of the role of graduate education in preparing future college faculty looks at efforts over the last 45 years to integrate graduate study and professional socialization. Issues examined include the importance of specialized academic preparation, the role of teaching assistantships and internships, and the contribution of schools of…

Implementation of Global Development Education into the Curriculum at the Faculty of Economics and Management, Slovak University of Agriculture

ERIC Educational Resources Information Center

Svitacová, Eva; Mravcová, Anna

2014-01-01

The new phenomenon of global development education (GDE) has gradually penetrated the curricula in Slovakia. For the purpose of more comprehensively preparing future economic actors, who will operate in the new global economic and social environment, we have decided to incorporate this topic into the curriculum at the Faculty of Economics and…

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

NASA Astrophysics Data System (ADS)

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

2010-08-01

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

The Invisible Minority: Preparing Teachers to Meet the Needs of Gay and Lesbian Youth.

ERIC Educational Resources Information Center

Mathison, Carla

1998-01-01

Teacher educators can help prepare future educators to teach homosexual students by creating safe environments for homosexual students, providing positive role models, selecting relevant curriculum and activities, providing information and training for faculty, securing relevant library holdings, and conducting research on homosexual students.…

Preparing Environments for the 21st Century: Proceedings of the Cuyahoga Community College Faculty Symposium (Cleveland, Ohio, March 5, 1994).

ERIC Educational Resources Information Center

Cuyahoga Community Coll., Cleveland, OH.

Focusing on current environmental issues and strategies for preparing for the future, this document provides the following conference papers: (1) "Preparing Environments for the 21st Century," by Bailus Walker, Jr.; (2) "Green vs. Greed: Development and Conservation," by John Ferrara; (3) "Plants and People: A Developing Relationship," by Alan…

Dental Student, Resident, and Faculty Attitudes Toward Treating Medicaid Patients.

PubMed

Behar-Horenstein, Linda S; Feng, Xiaoying

2017-11-01

Failure to receive proper oral health care including both prevention and maintenance is influenced by myriad and complex social, economic, and dental factors, including access to care. Reducing oral health disparities requires changes in the preparation of future dentists as well as measuring and influencing the attitudes and knowledge of practicing dentists. The aim of this study was to determine the likelihood that future dentists (students and residents) and faculty members at one U.S. dental school would treat Medicaid participants. Attitudes were measured using the Deamonte Driver scenario survey, which assesses factors affecting dentists' participation in Medicaid. In October 2012, all 113 full-time faculty members were invited to participate, and 60 completed the survey, for a response rate of 53.1%. In January and February 2013, all 18 residents in the dental clinics and university hospital were invited to participate, and 16 completed the survey, for a response rate of 88.9%. From 2013 to 2015, all 267 students in three classes were invited to participate: first-year students in the Classes of 2017 and 2018 and fourth-year students in the Class of 2015. A total of 255 students completed the survey, for an overall student response rate of 95.5%. The results showed that the students were more likely to participate in caring for Medicaid patients than the faculty and residents. The white and male students had stronger negative stereotypes about Medicaid patients than the females and underrepresented minority students, while residents had stronger negative stereotypes about Medicaid patients than the students and faculty. Overall, the cultural competency skills, beliefs, and attitudes of these faculty members and residents were less developed than those of their students, signaling a need for broad educational and faculty development programs to fully prepare the future dental workforce to care for these patients.

Academic competencies for medical faculty.

PubMed

Harris, Dona L; Krause, Katherine C; Parish, David C; Smith, Mike U

2007-05-01

Physicians and basic scientists join medical school faculties after years of education. These individuals are then required to function in roles for which they have had little preparation. While competencies needed to perform in medical school, residency, and practice are defined, there is little guidance for faculty. An expert advisory group of the Faculty Futures Initiative developed a document delineating competencies required for successful medical faculty. The proportion of time faculty in various roles should allocate to activities related to each competency was also identified. Competencies and time allocations were developed for various teacher/administrators, teacher/educators, teacher/researchers, and teacher/clinicians. This work was validated by multiple reviews by an external panel. Trial implementation of the products has occurred in faculty development programs at four medical schools to guide in planning, career guidance, and evaluations of faculty fellows. The competencies and time allocations presented here help faculty and institutions define skills needed for particular faculty roles, plan for faculty evaluation, mentoring and advancement, and design faculty development programs based on identified needs.

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at A Large Midwestern University

ERIC Educational Resources Information Center

O'Loughlin, Valerie Dean; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta

2017-01-01

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a…

An Innovative, Comprehensive Faculty Recruitment and Development Program at One U.S. Dental School: Early Results.

PubMed

Sabato, Emily; DeCastro, Jeanette E; Fenesy, Kim

2017-06-01

Dental faculty recruitment and development are critical to replenish and cultivate sufficient and adequately prepared educators to educate future generations of dentists. At Rutgers School of Dental Medicine, the From Practice to Preceptor (FP2P) program, now in the last of its five years of funding from the U.S. Health Resources and Services Administration (HRSA), has an overall aim of recruiting, training, and retaining a diverse and well-prepared dental faculty workforce. The FP2P program introduced novel methods for recruiting and preparing new faculty members since its goal is to help participants transition from being practicing dentists to becoming part- or full-time faculty members. The recruitment and selection process has emphasized reaching community practitioners in general or pediatric dentistry, individuals from underrepresented groups, and those with a passion for teaching. The two-year program with weekly meetings was designed to develop participants' skills to meet the teaching, clinical, and administrative roles of dental faculty. The aims of this study were to determine if the program recruitment methods used would result in participants who were more ethnically and racially diverse than the school's current faculty and to determine if, after training, participants perceived they had increased knowledge, skills, and abilities in specified areas as compared to before training. Participants completed pre- and post-program surveys assessing their perceived level of preparedness in critical competencies for dental faculty. Surveys were completed by 94% of participants in cohorts one through four; 75% (n=15) of cohorts two and three completed both the pre- and post-program surveys, which were used for this analysis. Over 30% of the 35 participants to date were from an underrepresented group. Survey results suggest the participants increased their perceived preparedness in administrative, clinical, and educational competencies. Follow-up is needed to ascertain how many go on to become dental educators and whether they are better prepared to succeed as new faculty compared to nonparticipants.

Advancing STEM Undergraduate Learning: Preparing the Nation's Future Faculty

ERIC Educational Resources Information Center

Pfund, Christine; Mathieu, Robert; Austin, Ann; Connolly, Mark; Manske, Brian; Moore, Katie

2012-01-01

Graduate students and post-doctoral scholars at research universities will shape the future of undergraduate education in the natural and social sciences, technology, engineering, and mathematics (the STEM disciplines) in the United States. In 2009 alone, more than 41,000 doctorates were awarded in STEM fields, and if employment trends hold,…

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

Creating the Future: Changing Culture Through Leadership Capacity Development

NASA Astrophysics Data System (ADS)

Lefoe, Geraldine

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

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

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

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

The Quantitative Preparation of Future Geoscience Graduate Students

NASA Astrophysics Data System (ADS)

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

2006-12-01

Modern geoscience is a highly quantitative science. In February, a small group of faculty and graduate students from across the country met to discuss the quantitative preparation of geoscience majors for graduate school. The group included ten faculty supervising graduate students in quantitative areas spanning the earth, atmosphere, and ocean sciences; five current graduate students in these areas; and five faculty teaching undergraduate students in the spectrum of institutions preparing students for graduate work. Discussion focused in four key ares: Are incoming graduate students adequately prepared for the quantitative aspects of graduate geoscience programs? What are the essential quantitative skills are that are required for success in graduate school? What are perceived as the important courses to prepare students for the quantitative aspects of graduate school? What programs/resources would be valuable in helping faculty/departments improve the quantitative preparation of students? The participants concluded that strengthening the quantitative preparation of undergraduate geoscience majors would increase their opportunities in graduate school. While specifics differed amongst disciplines, a special importance was placed on developing the ability to use quantitative skills to solve geoscience problems. This requires the ability to pose problems so they can be addressed quantitatively, understand the relationship between quantitative concepts and physical representations, visualize mathematics, test the reasonableness of quantitative results, creatively move forward from existing models/techniques/approaches, and move between quantitative and verbal descriptions. A list of important quantitative competencies desirable in incoming graduate students includes mechanical skills in basic mathematics, functions, multi-variate analysis, statistics and calculus, as well as skills in logical analysis and the ability to learn independently in quantitative ways. Calculus, calculus-based physics, chemistry, statistics, programming and linear algebra were viewed as important course preparation for a successful graduate experience. A set of recommendations for departments and for new community resources includes ideas for infusing quantitative reasoning throughout the undergraduate experience and mechanisms for learning from successful experiments in both geoscience and mathematics. A full list of participants, summaries of the meeting discussion and recommendations are available at http://serc.carleton.edu/quantskills/winter06/index.html. These documents, crafted by a small but diverse group can serve as a starting point for broader community discussion of the quantitative preparation of future geoscience graduate students.

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

Forming the Future Lawyers' Communicative Competence: The Experience of Higher Education in Ukraine and Germany

ERIC Educational Resources Information Center

Nasilenko, Lyudmyla

2014-01-01

In the article the state of forming of communicative competence of future lawyers in higher education of Ukraine and Germany is analyzed. There is made the comparative description of preparation of the students of law faculty with an accent on forming of communicative competence on the example of the University of modern knowledge (Ukraine) and…

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

ERIC Educational Resources Information Center

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

A faculty created strategic plan for excellence in nursing education.

PubMed

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

2014-02-08

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

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

Innovations in community-based nursing education: transitioning faculty.

PubMed

Carter, Kimberly Ferren; Fournier, Maggie; Grover, Susan; Kiehl, Ermalynn M; Sims, Kathleen M

2005-01-01

The health-care climate is changing rapidly and in ways that challenge the abilities of professionals who provide health care. Nursing educators are preparing professional nurses who can think critically, use sound clinical judgment, and participate as full partners in shaping health-care delivery and policy. Therefore, many schools of nursing, including five schools of nursing whose experiences are synthesized in this article, are revising their curricula to a community-based nursing perspective. Strategies to assist faculty in the transition to a community-based nursing curriculum include using change theory, creating a supportive environment, reducing tension and isolation, and evaluating. Potential challenges during transition include addressing grief and loss, overcoming the tedium of curricular development, moving the revision along while allowing opportunities for faculty input and consensus building, exploring alternative pedagogies, managing faculty workload and qualification issues, and preparing for transition. Outcomes include a more complete understanding of the community client as a partner in the delivery of health care, increased visibility and role modeling to potential future candidates for health careers, cultural transformations within a university, and promotion of the overall health of a community.

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

NASA Astrophysics Data System (ADS)

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

2004-09-01

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

A pilot study to investigate the impact of interactional television on student evaluation of faculty effectiveness.

PubMed

Fetzer, S J

2000-02-01

While the dominant theme of distance education research has been the learner, learner achievement is not necessarily the only important consideration in assessing the effectiveness of ITV programs. With nearly half of the nursing programs recently surveyed by Reinert and Fryback (1997) offering or planning to offer distance learning in the near future, researchers and developers must seek to understand the impact of ITV on the teacher. These programs require faculty who are committed and prepared to teach outside of the traditional classroom. Selection of faculty requires attention to appropriate qualifications and knowledge of strategies to bridge teacher-learner separation created by distance education. Faculty, peers, and administrators should consider the teaching environment when interpreting data designed to evaluate teacher effectiveness of ITV teaching.

Nursing faculty preparedness for clinical teaching.

PubMed

Suplee, Patricia Dunphy; Gardner, Marcia; Jerome-D'Emilia, Bonnie

2014-03-01

Nursing faculty who teach in clinical settings face complex situations requiring evidence-based educational and evaluative strategies, yet many have had limited preparation for these tasks. A convenience sample of 74 nursing faculty participated in a survey about clinical teaching in prelicensure nursing programs. Most faculty developed teaching skills through conferences (57%), orientation at their educational institution (53%), or exposure in graduate school (38%). Thirty-one percent reported having no preparation for clinical teaching. Faculty felt least prepared to manage students with learning, physical, or emotional disabilities and incivility. Twenty-six percent had no preparation for evaluating students in the clinical setting, and only 17% had worked with a faculty mentor. Few evidence-based teaching strategies were used by the faculty. These findings indicate gaps exist in the preparation of clinical faculty. Graduate education, comprehensive orientation programs, and continuing professional development may help to ensure faculty are effective in managing and evaluating student learning. Copyright 2014, SLACK Incorporated.

Training Higher Education Policy Makers and Leaders: A Graduate Program Perspective. Educational Policy in the 21st Century: Opportunities, Challenges and Solutions

ERIC Educational Resources Information Center

Wright, Diane, Ed.; Miller, Michael T., Ed.

2007-01-01

Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated…

Expanding the Professional Development School Model: Developing Collaborative Partnerships with School Counselors

ERIC Educational Resources Information Center

Foust, Gretchen E.; Goslee, Patricia A.

2014-01-01

The Professional Development School (PDS) model, a successful collaborative partnership model between university teacher education programs and P-12 schools, focuses on ''preparing future educators, providing current educators with ongoing professional development, encouraging joint school-university faculty investigation of education-related…

Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

ERIC Educational Resources Information Center

Baltrinic, Eric R.; Jencius, Marty; McGlothlin, Jason

2016-01-01

This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs,…

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

PubMed

Del Prato, Darlene

2013-03-01

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

The Blame Game in the Science Preparation of Future Teachers

NASA Astrophysics Data System (ADS)

Stein, Fredrick

2003-10-01

Who is responsible for the general lack of science preparation in our newly certified K-12 teachers? If it is true that teachers "teach as they were taught," then we must look to the college and university departments. The American Physical Society (APS), in partnership with the American Association of Physics Teachers (AAPT) and the American Institute of Physics (AIP), has initiated PhysTEC in concert with national reports calling for the improvement of K-12 science teaching. PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. An update of the first two years of the project will be given. Program components include: (1) A long-term, active collaboration between the physics and education departments; (2) A full-time Teacher-in-Residence (TIR) program that provides for a local K-12 science teacher to become a full-time participant in assisting faculty with both team-teaching and course revisions; (3) The redesign of content and pedagogy of targeted physics and education courses; and (4) The establishment of a Induction and mentoring program novice science teachers. This includes the participation of physics faculty in increasing and improving a wide array of school experiences. http://www.phystec.org/

AACN White Paper: Distance Technology in Nursing Education.

ERIC Educational Resources Information Center

American Association of Colleges of Nursing, Washington, DC.

Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be…

Preparing Future Managers for Effective Use of Technology in Automated Offices.

ERIC Educational Resources Information Center

Graves, Charlotte

1983-01-01

Reports findings of a recent doctoral research study conducted to determine what changes are needed in collegiate business curricula as a result of office automation. Results were based on responses from office systems consultants, and faculty of office administration, management, marketing, accounting, and finance. Conclusions and recommendations…

Mathematics Courses for the Prospective Teacher.

ERIC Educational Resources Information Center

Kistler, Barbara C.

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Jaeger, Audrey J.

2016-01-01

This article considers the historical and current national context for integrating community engagement into graduate education. While it might be argued that most graduate education contributes generally to society by advancing knowledge, we are referring here to community engagement that involves some reciprocal interaction between graduate…

Interdisciplinary Methods in Water Resources

ERIC Educational Resources Information Center

Cosens, Barbara; Fiedler, Fritz; Boll, Jan; Higgins, Lorie; Johnson, Gary; Kennedy, Brian; Strand, Eva; Wilson, Patrick; Laflin, Maureen

2011-01-01

In the face of a myriad of complex water resource issues, traditional disciplinary separation is ineffective in developing approaches to promote a sustainable water future. As part of a new graduate program in water resources, faculty at the University of Idaho have developed a course on interdisciplinary methods designed to prepare students for…

Supervised Agricultural Experience Instruction in Agricultural Teacher Education Programs: A National Descriptive Study

ERIC Educational Resources Information Center

Rank, Bryan D.; Retallick, Michael S.

2017-01-01

Faculty in agricultural teacher education programs are responsible for preparing future teachers to lead effective school-based agricultural education programs. However, agriculture teachers are having difficulty implementing supervised agricultural experience (SAE), even though they value it conceptually as a program component. In an effort to…

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

ERIC Educational Resources Information Center

Friend, Jennifer; Adams, April; Curry, George

2011-01-01

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several…

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

NASA Astrophysics Data System (ADS)

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

2007-12-01

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

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

PubMed

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

2014-10-01

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

Transdisciplinary collaboration of academia and practice in the area of serious mental illness.

PubMed

Connolly, P M

1995-12-01

The Transdisciplinary Collaboration Project at San Jose State University in San Jose, California, focuses on providing high-quality services for persons with serious mental illness living in the community while preparing future mental health professionals to practise in an environment of cultural diversity and cost containment. Rehospitalization and emergency psychiatric services were decreased and community tenure increased at two board and care sites. The total cost savings for 1 year for 25 individuals was $373,830. Nursing, communication disorders, occupational therapy, social work, and therapeutic recreation students and faculty provided over 5000 hours of direct care during the 1993-95 academic years. Studies on client and student satisfaction revealed high levels of satisfaction. Unique components of the project include university organized transdisciplinary seminars for students, agency personnel and, when appropriate, residents, faculty practice, faculty led groups, employment for former clients/consumers and faculty consultation services.

The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization.

PubMed

Bowman, Thomas G; Klossner, Joanne C; Mazerolle, Stephanie M

2017-10-01

  It is important to understand the process whereby athletic trainers learn about their future roles, particularly when the roles can be complex and demanding. Little is known about the experiences of athletic training doctoral students, including facilitators and barriers to socialization as aspiring faculty members.   To investigate factors influencing the anticipatory socialization of athletic training doctoral students into future faculty roles.   Qualitative study.   Universities with athletic training doctoral students.   We recruited 28 students (19 women, 9 men, age = 28 ± 3 years) with a minimum of 1 year of doctoral coursework completed and participating in an assistantship at the time of the study to reach data saturation. Participants were certified for 6 ± 3 years and represented 5 National Athletic Trainers' Association districts and 9 institutions.   We completed semistructured, 1-on-1 telephone interviews with participants. We transcribed each interview verbatim and analyzed the data using an inductive approach. Peer review, multiple-analyst triangulation, and member checks ensured trustworthiness.   We uncovered 4 themes from our analysis related to facilitators and barriers to professional socialization. Participants described comprehensive autonomous experiences in research that allowed them to feel confident they could sustain a scholarly agenda. Independent experiences and lack of pedagogy training yielded mixed preparedness relative to teaching responsibilities. Limited formal experience led to incomplete role understanding related to the service component of the professoriate. Finally, with regard to the administrative duties associated with athletic training faculty positions, participants noted a lack of direct exposure to common responsibilities.   Role occupation in various aspects of the professoriate helped doctoral students prepare as future faculty members, although full role understanding was limited. Intentional exposure to research, teaching, service, and administrative expectations during doctoral experiences may facilitate the socialization of future athletic training faculty into academic roles.

Who will educate our nurses? A strategy to address the nurse faculty shortage in New Jersey.

PubMed

Gerolamo, Angela M; Overcash, Amy; McGovern, Jennifer; Roemer, Grace; Bakewell-Sachs, Susan

2014-01-01

The nurse faculty shortage hampers the capacity of the nursing workforce to respond to the demands of the evolving health care system. As a strategy to address the shortage in New Jersey, the Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to prepare nurses for the faculty role. This article highlights program implementation successes and challenges, scholar and faculty perceptions of the program, and provides recommendations for others interested in preparing nurse faculty. This evaluation uses data from scholar surveys and focus groups, interviews with grantees, and grantee reports. Findings suggest that a program that includes generous monetary support, socialization to the nurse faculty role, and formal education courses produces graduates who readily assume a faculty position and are committed to at least a part-time career in nursing education. This evaluation emphasizes the need to carefully design programs that integrate faculty preparation and advanced clinical training. Copyright © 2014 Elsevier Inc. All rights reserved.

International Partnership on the American Continent: U.S. Educators and Students Working with Children and Teachers in Bolivia

ERIC Educational Resources Information Center

Gonzales, Lizzie; Szecsi, Tunde

2006-01-01

In an effort to prepare future educators to function effectively through interdependence in the global community, teacher education programs provide students and faculty members with experiences that foster the development of intercultural understanding. This article reports on an international educational partnership developed by the senior…

Teachers Learning to Prepare Future Engineers: A Systemic Analysis Through Five Components of Development and Transfer

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Refai, Hazem; Nollert, Matthias U.; Ramseyer, Christopher; Wollega, Ebisa D.; Huang, Su-Min; Herron, Jason

2018-01-01

This study used a systemic perspective to examine a five-component experiential process of perceptual and developmental growth, and transfer-to-teaching. Nineteen secondary math and science teachers participated in a year-long, engineering immersion and support experience, with university faculty mentors. Teachers identified critical shifts in…

The State of Community Engagement in Graduate Education: Reflecting on 10 Years of Progress

ERIC Educational Resources Information Center

Morin, Shauna M.; Jaeger, Audrey J.; O'Meara, KerryAnn

2016-01-01

In this article the authors reflect on KerryAnn O'Meara and Audrey Jaeger's 2006 article, "Preparing Future Faculty for Community Engagement: Barriers, Facilitators, Models, and Recommendations" (EJ1092909) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." Ten years ago, O'Meara…

Students' Perceptions of Communications and Course Motivation Provided by Faculty

ERIC Educational Resources Information Center

Evert, Amanda; Blackwell, Cindy; Tilley, Daniel; Weckler, Paul; Holcomb, Rodney

2013-01-01

Because innovation is essential to the future of our society and because there is a need to prepare college students to succeed in business organizations, it has become increasingly important to investigate the factors that enhance or discourage creativity and innovation. College professors have a vital role in introducing students to the…

Enhancing Preservice Science Teachers' Use of Text through E-Readers

ERIC Educational Resources Information Center

Zoellner, Brian; Cavanaugh, Terence

2017-01-01

The future for primary and secondary school textbooks is moving to digital ones, and faculties of schools, colleges, and departments of education (SCDEs) need to prepare preservice teachers for this change. Already, legislatures in 23 states have mandated that school systems use digital textbooks or digital resources as part of their textbook…

Changing Views of Culture and Behavior: An Interview with Robert Serpell

ERIC Educational Resources Information Center

Lockett, Charles T.

2003-01-01

Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his…

All In: Teachers' and College Faculty's Roles in Recruiting Future Physical Educators

ERIC Educational Resources Information Center

Woods, Amelia Mays; Richards, K. Andrew R.; Ayers, Suzan F.

2016-01-01

A 10-year trend of nationwide decreases in teacher preparation enrollments has been notable in physical education teacher education (PETE) programs. Many factors have been offered as an explanation for this drop, including the convenience of online options, a strained economy, political factors, and widespread "teacher bashing." This…

An Open Letter to Our Future Students in "Narrative and the Caring Professions"

ERIC Educational Resources Information Center

Osmond, Chris; Cumbie, Sharon Ann; Dale, Michael; Hostetler, David; Ivory, James; Phillips, Deborah; Reesman, Karen

2012-01-01

A group of nursing, social work, education, and English faculty worked together for a year to explore how literature experiences designed for medical education might enhance professional preparation in their fields and address their common dilemmas of caregiving. The resulting insights reveal the ways in which adaptations of narrative medicine…

Challenges and issues facing the future of nursing education: implications for ethnic minority faculty and students.

PubMed

Davis, Sheila P; Davis, Danyetta D

2010-01-01

Current trends in higher education in the United States demand that nursing take stock of how it is prepared or being prepared to face challenges and issues impacting on its future. The intense effort made to attract students to pursue advanced training in science and engineering in the United States pales in comparison to the numbers of science and engineering majors produced yearly in international schools. As a result, more and more jobs are being outsourced to international markets. Could international outsourcing become a method of nursing education? Authors submit that to remain competitive, the nursing profession must attract a younger cohort of technologically savvy students and faculty reflective of the growing diverse population in the United States. Additionally, nursing programs in research universities face even more daunting challenges as it relates to mandates for funded research programs of educational units. This article offers suggestions and recommendations for nursing programs in higher education institutions on ways to attract and retain ethnic minorities and of how to harness the power of research to address burgeoning societal health challenges.

Preparing the Faculty. Faculty Development for the Microcomputing Program.

ERIC Educational Resources Information Center

Drexel Univ., Philadelphia, PA. Microcomputing Program.

The preparation of Drexel University faculty for the introduction of a microcomputing program is described. Faculty training had to be done on a variety of levels, from basic training in computer operation for the novice to advanced training in highly technical procedures and languages. Maximum faculty participation was sought throughout the…

Long-term outcomes of the New Jersey nurse faculty preparation program scholars.

PubMed

Gerolamo, Angela M; Conroy, Kara; Roemer, Grace; Holmes, Aline; Salmond, Susan; Polakowski, Jennifer

Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey. This paper describes program and scholar outcomes and provides recommendations for nurse faculty development. This descriptive study uses data from scholar surveys and interviews with grantees. Findings suggest that a faculty preparation program that targets doctoral students and includes financial support, socialization to the faculty role, and formal education courses produces graduates who maintain a career in nursing education for up to three years after program completion. However, most master's-level students who also received formal preparation in nursing education were employed in clinical practice. Program developers must carefully consider the design of programs that integrate faculty preparation and advanced clinical training for master's-level students. Copyright © 2017 Elsevier Inc. All rights reserved.

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

A successful academic collaborative to increase nurse faculty in New Jersey.

PubMed

Louie, Kem; Campbell, Minnie; Donaghy, Claire P; Rice, Leslie; Sabatini, Michelle

2011-01-01

The purpose of this article was to describe a successful academic collaboration of 4 New Jersey state colleges and universities. The aim of the collaborative is to prepare and graduate students in a dual role as advanced clinical/practice nurses and nurse faculty within an innovative master of nursing educational program. This effort was funded by a 4-year grant from the Robert Wood Johnson Foundation NJ Nursing Initiative and the New Jersey Chamber of Commerce. The New Jersey Nursing Education Collaborative (NJNEC) is discussed using E. O'Neil and P. Krauel's (2004) factors for an effective collaborative. The four factors for an effective partnership include a coherent institutional strategy, partners that bring value and assets to the collaborative, mutually beneficial goals, and accountability to each other. The NJNEC is composed of four independent state colleges and universities with separate governing structures and student characteristics. The four schools are located in different geographical locations in the state. Several challenging issues in preparation of faculty and maintaining a collaborative will be presented for future consideration. Copyright © 2011 Elsevier Inc. All rights reserved.

Langley Research Center Strategic Plan for Education

NASA Technical Reports Server (NTRS)

Proctor, Sandra B.

1994-01-01

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

A Predictive Study of Community College Faculty Perceptions of Student Academic Preparation, Work Ethics, and Institutional Support

ERIC Educational Resources Information Center

Ibezim-Uche, Scholar

2013-01-01

Examined in this study were faculty perceptions of students who do not continue their college education. Also examined was how urban and rural community colleges faculty perceived academic preparation, work ethics, and institutional support as predictors of student success. In this predictive study of community college faculty, 36 faculty members…

Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership.

PubMed

Jordan, Jaime; Yarris, Lalena M; Santen, Sally A; Guth, Todd A; Rougas, Steven; Runde, Daniel P; Coates, Wendy C

2017-08-01

Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

Perspectives of host faculty and trainees on international visiting faculty to paediatric academic departments in East Africa

PubMed Central

Russ, Christiana M; Ganapathi, Lakshmi; Marangu, Diana; Silverman, Melanie; Kija, Edward; Bakeera-Kitaka, Sabrina; Laving, Ahmed

2016-01-01

Background Investments in faculty exchanges to build physician workforce capacity are increasing. Little attention has been paid to the expectations of host institution faculty and trainees. This prospective qualitative research study explored faculty and resident perspectives about guest faculty in paediatric departments in East Africa, asking (1) What are the benefits and challenges of hosting guest faculty, (2) What factors influence the effectiveness of faculty visits and (3) How do host institutions prepare for faculty visits? Methods We recruited 36 faculty members and residents from among four paediatric departments in East Africa to participate in semistructured interviews which were audio recorded and transcribed. Data were qualitatively analysed using principles of open coding and thematic analysis. We achieved saturation of themes. Results Benefits of faculty visits varied based on the size and needs of host institutions. Emergent themes included the importance of guest faculty time commitment, and mutual preparation to ensure that visit goals and scheduling met host needs. We documented conflicts that developed around guest emotional responses and ethical approaches to clinical resource limitations, which some hosts tried to prepare for and mitigate. Imbalance in resources led to power differentials; some hosts sought partnerships to re-establish control over the process of having guests. Conclusions We identified that guest faculty can assist paediatric institutions in building capacity; however, effective visits require: (1) mutually agreed on goals with appropriate scheduling, visit length and commitment to ensure that the visits meet the host's needs, (2) careful selection and preparation of guest faculty to meet the host's goals, (3) emotional preparation by prospective guests along with host orientation to clinical work in the host's setting and (4) attention to funding sources for the visit and mitigation of resulting power differentials. PMID:28588960

Teaching vs. Research: An Approach to Understanding Graduate Students' Roles through ePortfolio Reflection

ERIC Educational Resources Information Center

Svyantek, Martina V.; Kajfez, Rachel L.; McNair, Lisa D.

2015-01-01

In this work, we examined the problem of preparing future faculty (graduate students) regarding their development in multiple roles, focusing on students in science and engineering disciplines. The purpose of the presented research was to address the questions, "Do graduate students believe that their current experiences align with the roles…

Core Curriculum Revision at TCU: How Faculty Created and Are Maintaining the TCU Core Curriculum

ERIC Educational Resources Information Center

McNertney, Edward; Ferrandino, Blaise

2010-01-01

The initiative to revise Texas Christian University's (TCU) general education curriculum was one of the outcomes of an institutional strategic planning process in 2000, the Commission on the Future of TCU. Coincident with this planning process, TCU developed a new institutional mission statement that focused on preparing students for becoming…

Creating a Learner-Centered Environment in Nursing Education: An Immersion Experience

ERIC Educational Resources Information Center

Steiner, Susan H.; Floyd, Evelyn; Hewett, Beverly J.; Lewis, Nicole C.; Walker, Eldon H.

2010-01-01

A call for change in nursing education has been issued in order to prepare the nurse of the future in a changing health care delivery system with increasing complexity. The learning environment is changing, including the faculty role. Innovative research-based pedagogies are suggested as a way to challenge traditional nursing education. The…

Effect of an Exercise and Weight Control Curriculum: Views of Obesity among Exercise Science Students

ERIC Educational Resources Information Center

Richardson, Laura A.; Fister, Carrie L.; Ramlo, Susan E.

2015-01-01

Awareness of effective weight management strategies is necessary to prepare exercise science students for future work with obesity. Exercise science faculty members developed a course related to exercise as a therapeutic tool and options available for weight loss. The purpose of the present study was to investigate student views of weight…

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.

2018-01-01

To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…

Supporting Future Faculty in Developing Their Teaching Practices: An Exploration of Communication Networks among Graduate Teaching Assistants

ERIC Educational Resources Information Center

Wise, Alyssa

2011-01-01

Past research has shown that informal communications among Graduate Teaching Assistants (GTAs) are more influential in shaping their teaching practices than formal induction programs. Yet little is known about how these informal helping relationships evolve and how universities can help support their formation as part of the preparation of future…

The Journey to Teaching Online: A Case Study of Faculty Preparation and Experiences in Online Teaching

ERIC Educational Resources Information Center

Chi, Angel

2013-01-01

When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open…

The COMET° Program: Empowering Faculty via Environmental Science Education Resources and Training Opportunities

NASA Astrophysics Data System (ADS)

Abshire, W. E.; Spangler, T. C.; Page, E. M.

2011-12-01

For 20+ years, the COMET Program has provided education to a wide spectrum of users in the atmospheric and related sciences, including faculty and students. COMET's training covers many areas including: climate science; tropical meteorology; marine, coastal, aviation and fire weather; satellite and mesoscale meteorology; numerical weather prediction; hydrometeorology; observational systems; and emergency management and societal impacts. The majority of the training is delivered as self-paced web modules. The entry point to 600+ hours of material is COMET's http://meted.ucar.edu website. This site hosts >400 training modules. Included in these courses are ~100 lessons which have been translated into primarily Spanish and French. Simple, free registration is required. As of summer 2011, there were 200,000 registered users of the site from 200 countries who are taking advantage of this free education and training. Over 9000 of the users are faculty and another 38,000+ are college students. Besides using and re-purposing the high quality multimedia training, faculty often choose to use the registration and assessment system that allows users to take quizzes with each lesson to receive a certificate of completion. With the student's permission, then results can also be e-mailed to an instructor. Another relevant initiative is the creation of a free online, peer reviewed Textbook, "Introduction to Tropical Meteorology" (http://www.meted.ucar.edu/tropical/textbook/). This multimedia textbook is intended for undergraduate and early graduate students, forecasters, and others interested in the impacts of tropical weather and climate. Lastly, with funding from the NOAA/NESDIS/GOES-R Program, COMET recently offered a course for faculty entitled, "Integrating Satellite Data and Products into Geoscience Courses with Emphasis on Advances in Geostationary Satellite Systems." Twenty-four faculty from across the US and the Caribbean participated. Via lectures, lab exercises, and student projects attendees are now prepared to teach future meteorologists about current advanced capabilities as well as next generation data and products. Since many attendees also teach survey courses, they are now prepared to impart this knowledge to many non-science majors (including future K-12 teachers).

Developing dental faculty for the future: ADEA/AAL Institute for Teaching and Learning, 2006-09.

PubMed

Haden, N Karl; Hendricson, William D; Killip, John W; O'Neill, Paula N; Reed, Michael J; Weinstein, George; Williams, John N; Valachovic, Richard W

2009-11-01

This report summarizes the history and curriculum of the American Dental Education Association/Academy for Academic Leadership Institute for Teaching and Learning (ADEA/AAL ITL) Program for Dental School Faculty, describes participant feedback, and reviews how the program serves the faculty development initiatives of the American Dental Education Association. The fifty-hour program (6.5 days), conducted in two phases at collaborating dental schools, enhances core academic competencies of new and transitional faculty, including faculty members whose responsibilities include predoctoral, allied, and postdoctoral dental education. The program's mission is to prepare participants to become more effective teachers and develop other skills that will facilitate confidence, job satisfaction, and professional growth in the academic environment. From 2005 to 2009, 174 individuals graduated from the program, representing forty-three schools of dentistry in the United States and Canada and twenty-nine private practices. A total of forty scholarships have been awarded to participants by the American Academy of Periodontology Foundation, the American Academy of Pediatric Dentistry, and the American Association of Orthodontists. In an online survey completed by 75 percent of ADEA/AAL ITL participants, 99 percent indicated they were positive or highly positive about their learning experience in this faculty development program. Ninety-six percent stated that the program had been important or very important in their effectiveness as a teacher. In 2010, the program will be held at the University of North Carolina at Chapel Hill School of Dentistry, with phase I occurring on August 19-22, 2010, and phase II on October 22-24, 2010. In summary, the ADEA/AAL ITL is addressing an unmet need through a formal professional development program designed to help new and potential faculty members thrive as educators and become future leaders in academic health care.

Interpreting the NLN Jeffries Framework in the context of Nurse Educator preparation.

PubMed

Young, Patricia K; Shellenbarger, Teresa

2012-08-01

The NLN Jeffries Framework describing simulation in nursing education has been used widely to guide construction of human patient simulation scenarios and serve as a theoretical framework for research on the use of simulation. This framework was developed with a focus on prelicensure nursing education. However, use of human patient simulation scenarios is also a way of providing practice experiences for graduate students learning the educator role. High-fidelity human patient simulation offers nurse educator faculty a unique opportunity to cultivate the practical knowledge of teaching in an interactive and dynamic environment. This article describes how the components of The NLN Jeffries Framework can help to guide simulation design for nurse educator preparation. Adapting the components of the framework-which include teacher, student, educational practices, design characteristics, and outcomes-helps to ensure that future faculty gain hands-on experience with nurse educator core competencies. Copyright 2012, SLACK Incorporated.

Building Graduate Student Capacity as Future Researchers Through a Research and Training Award Program.

PubMed

Cepanec, Diane; Humphries, Amanda; Rieger, Kendra L; Marshall, Shelley; Londono, Yenly; Clarke, Diana

2016-05-01

With the global shortage of doctor of philosophy-prepared nursing faculty and an aging nursing professorate, the nursing profession is at risk of having fewer nurses doing research and fewer faculty to supervise the next generation of nurse researchers. A research training award for graduate nursing students was piloted with the intent of providing a research-intensive experiential learning opportunity that would contribute to graduate students' future roles as nurse researchers. This article describes the program design, implementation, and evaluation. The Graduate Student Research Training Awards afforded students an opportunity to develop research and methodologic skills and achieve student-centered outcomes. These awards build their capacity as future researchers by both empowering them and increasing their confidence in research. The input and evaluation from graduate students was integral to the success of the program. Graduate student research training awards can be a valuable experiential learning opportunity in research intensive graduate programs. [J Nurs Educ. 2016;55(5):284-287.]. Copyright 2016, SLACK Incorporated.

The Future of Chemistry Is All of Us

NASA Astrophysics Data System (ADS)

Walter, Paul

1999-05-01

It is a pleasure to have this opportunity affirming the ACS's appreciation for the role you play as faculty from two-year colleges in preparing the next generation of scientists, engineers, and mathematicians. In particular, I salute the efforts of 2YC3 in reaching out to the diverse groups of students who are studying at your institutions, including older students, female students, minority, and immigrant students. The quality of the conferences you organize, and their geographic accessibility to your more than 700 members, have resulted in catalyzing professional development and growth among two-year college chemistry faculty, and thus improving the quality of instruction delivered to your students.

Preparing Special Education Higher Education Faculty: The Influences of Contemporary Education Issues and Policy Recommendations

ERIC Educational Resources Information Center

deBettencourt, Laurie U.; Hoover, John J.; Rude, Harvey A.; Taylor, Shanon S.

2016-01-01

There is a well-documented need for leadership personnel who are prepared at the doctoral level to fill special education faculty positions at institutions of higher education (IHEs) and train the next generation of teachers. The intersection of continued retirements of special education faculty, shortage of well-prepared special education faculty…

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

Melting in the Arctic: Preparing Now for Possibilities in the Future

DTIC Science & Technology

2016-04-04

shipping, exploration, research, tourism , military patrols, and unfortunately the potential for conflict. So far, climate change, diplomacy, and economic...presence such as shipping, exploration, research, tourism , military patrols, and unfortunately the potential for conflict. So far, climate change...Two, as well as the rest of the students, faculty, and staff, made this year a tremendous learning experience . ii

Effects of Immediate Feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance

ERIC Educational Resources Information Center

Scheeler, Mary Catherine; McKinnon, Kathleen; Stout, Jonathan

2012-01-01

University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective…

Naval Postgraduate School Fact Book 2004

DTIC Science & Technology

2004-01-01

education to other nations. NPS develops new educational programs, explores different delivery methods and modifies its existing programs to meet the...leadership and the right organizational structure are needed to prepare warriors for the challenges of the future battlespace. To develop the ideas...the rapidly changing needs of the national security. Opportunities for faculty development are available in areas important to the Naval services

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College-Teaching Self-Efficacy. WCER Working Paper No. 2015-1

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon

2015-01-01

As a result of increased national emphasis on preparing future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities offer teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of these…

New FINESSE Faculty Institutes for NASA Earth and Space Science Education

NASA Astrophysics Data System (ADS)

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

2014-06-01

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

Venezuela and Chavez: What the Future Holds...

DTIC Science & Technology

2010-04-01

A Research Report Submitted to the Faculty In Partial Fulfillment of the Graduation Requirements Advisor: Dr. John Ackerman Maxwell Air...western portion of the continent. Beginning with Colombia’s liberation from colonial rule in 1819 , Venezuelan-born Simon Bolivar, with the...first year in office, as Richard Lapper wrote in 2006 in his Special Report to the Council on Foreign Relations: ...was preparation of a new

Evolution of a nursing education program delivered to baccalaureate-prepared Haitian nurses.

PubMed

Lev, Elise L; Lindgren, Teri G; Pearson, Gayle A; Alcindor, Hilda

2013-01-01

Haiti has high morbidity and mortality rates, a large proportion of people living in poverty, and a shortage of nurses and nursing faculty members. A partnership program between a US and Haitian university was formed to deliver a certificate program in nursing education. The authors describe their experiences developing, delivering, and evaluating the blended on-site and online program and their future goals.

On being examined: do students and faculty agree?

PubMed

Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P K

2015-12-01

Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). Copyright © 2015 The American Physiological Society.

Health behind bars: can exploring the history of prison health systems impact future policy?

PubMed

Weston, Kathryn M; McCarthy, Louella R; Meyering, Isobelle Barrett; Hampton, Stephen; Mackinnon, Tobias

2018-02-01

The value of history is, indeed, not scientific but moral … it prepares us to live more humanely in the present, and to meet rather than to foretell, the future - Carl Becker. Becker's quote reminds us of the importance of revealing and understanding historical practices in order to influence actions in the future. There are compelling reasons for uncovering this history, in particular to better inform government policy makers and health advocates, and to address the impacts of growing community expectations to 'make the punishment fit the crime'. Copyright © 2018 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Knowledge and attitudes of pain management among nursing faculty.

PubMed

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

2013-12-01

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

Response to science education reforms: The case of three science education doctoral programs in the United States

NASA Astrophysics Data System (ADS)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question who 'all students' refers to and what science literacy means for learners with diverse cultural, linguistic or economic backgrounds. Faculty members' views significantly influence the nature and content of the courses as well as the program focus. It was also shown that a relationship exists between faculty views and the views of their doctoral students and recent graduates. In general, faculty exhibited narrower and more in-depth views about issues they consider being important in the field of science education, than doctoral students and recent graduates. External funding is critical in doctoral studies as it enables faculty to enact their visions of achieving science literacy for all. The study provides some implications for practice, policy and research. In order to achieve both equity and excellence in science teaching, there is need for dialogue among science educators to enable them to address issues of equity more effectively than at present. If doctoral programs are to continue preparing graduates who can address important issues in the field, there is need for external funding for specific research programs.

Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency.

PubMed

Favreau, Michele A; Tewksbury, Linda; Lupi, Carla; Cutrer, William B; Jokela, Janet A; Yarris, Lalena M

2017-06-01

In 2014, the Association of American Medical Colleges identified 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs), which are activities that entering residents might be expected to perform without direct supervision. This work included the creation of an interinstitutional concept group focused on faculty development efforts, as the processes and tools for teaching and assessing entrustability in undergraduate medical education (UME) are still evolving. In this article, the authors describe a conceptual framework for entrustment that they developed to better prepare all educators involved in entrustment decision making in UME. This framework applies to faculty with limited or longitudinal contact with medical students and to those who contribute to entrustment development or render summative entrustment decisions.The authors describe a shared mental model for entrustment that they developed, based on a critical synthesis of the EPA literature, to serve as a guide for UME faculty development efforts. This model includes four dimensions for Core EPA faculty development: (1) observation skills in authentic settings (workplace-based assessments), (2) coaching and feedback skills, (3) self-assessment and reflection skills, and (4) peer guidance skills developed through a community of practice. These dimensions form a conceptual foundation for meaningful faculty participation in entrustment decision making.The authors also differentiate between the UME learning environment and the graduate medical education learning environment to highlight distinct challenges and opportunities for faculty development in UME settings. They conclude with recommendations and research questions for future Core EPA faculty development efforts.

PETE Faculty Beliefs Concerning the Preparation of Preservice Teachers for CSPAP Roles: An Exploratory Study

ERIC Educational Resources Information Center

Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Hee Su; Cribbs, Jason

2016-01-01

The purpose of this study was to examine the perceived effectiveness and attitudes of physical education teacher education (PETE) faculty concerning the preparation of preservice teachers for Comprehensive School Physical Activity Program (CSPAP) roles. Faculty (N = 175) responded to an electronic survey assessing perceived effectiveness and…

Faculty Integration of Technology in Teacher Preparation: Outcomes of a Development Model

ERIC Educational Resources Information Center

Judge, Sharon; O'Bannon, Blanche

2008-01-01

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the "Preparing Tomorrow's Teachers to Use Technology" (PT3) initiative, was implemented…

The Lived Experience of Novice Nursing Faculty in Academia

ERIC Educational Resources Information Center

Cooley, Shirley S.

2013-01-01

To relieve the nursing faculty shortage, notable numbers of master's prepared clinical nurse experts are entering the ranks of nursing faculty to teach the prelicensure nursing student. The transition from clinical practice to the academia raises concern about the adequacy of preparation for the complex specialization role of nurse educator. In…

Using the NLN Faculty Preparation for Global Experiences Toolkit for Successful Application for the Fulbright Scholar Award.

PubMed

Samawi, Zepure; Capps, Lisa; Hansen, Ruth

With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.

Implications of current resident work-hour guidelines on the future practice of surgery in Canada.

PubMed

Maruscak, Adam A; VanderBeek, Laura; Ott, Michael C; Kelly, Stephen; Forbes, Thomas L

2012-01-01

Work-hour restrictions have had a profound impact on surgical training. However, little is known of how work-hour restrictions may affect the future practice patterns of current surgical residents. The purpose of this study is to compare the anticipated career practice patterns of surgical residents who are training within an environment of work-hour restrictions with the current practice of faculty surgeons. An electronic survey was sent to all surgery residents and faculty at 2 Canadian university-affiliated medical centers. The survey consisted of questions regarding expected (residents) or current (faculty) practice patterns. A total of 149 residents and 125 faculty members completed the survey (50.3% and 52.3% response rates, respectively). A greater proportion of males were in the faculty cohort than in the resident group (77.6% vs 62.4%, p = 0.0003). More faculty than residents believed that work-hour restrictions have a negative impact on both residency education (40.8% vs 20.8%, p = 0.008) and preparation for a surgical career (56.8% vs 19.5%, p < 0.0001). Compared with current faculty, residents plan to take less call (p < 0.0003), work fewer days of the week (p < 0.0001), are more likely to limit their duty hours on postcall days (p = 0.009), and take parental leave (p = 0.02) once in practice. Male and female residents differed somewhat in their responses in that more female residents plan to limit their postcall duty hours (55.4% vs 36.5%, p = 0.009) and to take a parental leave (51.8% vs 16.1%, p < 0.0001) compared with their male resident colleagues. Current surgical residents expect to adopt components of resident work-hour guidelines into their surgical practices after completing their residency. These practice patterns will have surgical workforce implications and might require larger surgical groups and reconsideration of resource allocation. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

YouTube is the Most Frequently Used Educational Video Source for Surgical Preparation.

PubMed

Rapp, Allison K; Healy, Michael G; Charlton, Mary E; Keith, Jerrod N; Rosenbaum, Marcy E; Kapadia, Muneera R

The purpose of this study was to evaluate surgical preparation methods of medical students, residents, and faculty with special attention to video usage. Following Institutional Review Board approval, anonymous surveys were distributed to participants. Information collected included demographics and surgical preparation methods, focusing on video usage. Participants were questioned regarding frequency and helpfulness of videos, video sources used, and preferred methods between videos, reading, and peer consultation. Statistical analysis was performed using SAS. Surveys were distributed to participants in the Department of Surgery at the University of Iowa Hospitals and Clinics, a tertiary care center in Iowa City, Iowa. Survey participants included fourth-year medical students pursuing general surgery, general surgery residents, and faculty surgeons in the Department of Surgery. A total of 86 surveys were distributed, and 78 surveys were completed. This included 42 learners (33 residents, 9 fourth-year medical students) and 36 faculty. The overall response rate was 91%; 90% of respondents reported using videos for surgical preparation (learners = 95%, faculty = 83%, p = NS). Regarding surgical preparation methods overall, most learners and faculty selected reading (90% versus 78%, p = NS), and fewer respondents reported preferring videos (64% versus 44%, p = NS). Faculty more often use peer consultation (31% versus 50%, p < 0.02). Among respondents who use videos (N = 70), the most used source was YouTube (86%). Learners and faculty use different video sources. Learners use YouTube and Surgical Council on Resident Education (SCORE) Portal more than faculty (YouTube: 95% versus 73%, p < 0.02; SCORE: 25% versus 7%, p < 0.05). Faculty more often use society web pages and commercial videos (society: 67% versus 38%, p < 0.03; commercial: 27% versus 5%, p < 0.02). Most respondents reported using videos to prepare for surgery. YouTube was the preferred source. Posting surgical videos to YouTube may allow for maximal access to learners who are preparing for surgical cases. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Preparing to Teach Online as Transformative Faculty Development

ERIC Educational Resources Information Center

McQuiggan, Carol A.

2011-01-01

An action research study was conducted at a campus college of a large Research I institution of higher education to explore transformative learning among higher education faculty as a result of participating in a blended program to prepare them to teach online. The purposeful sample included six full-time and one adjunct faculty, teaching a mix of…

Characteristics of Tenure-Line Faculty in Leadership Preparation Programs: An Analysis of Academic Preparation and Administrative Experience

ERIC Educational Resources Information Center

Hackmann, Donald G.; Malin, Joel R.; McCarthy, Martha M.

2017-01-01

This study investigated the credentials of 755 tenure-line educational leadership faculty members, using data collected through an online questionnaire. Findings disclosed that research institutions were significantly more likely than doctoral or comprehensive institutions to hire faculty with a PhD from a research university and who identified…

Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion

ERIC Educational Resources Information Center

de Jong, Ester J.; Naranjo, Cindy; Li, Shuzhan; Ouzia, ­Aicha

2018-01-01

The trend of placing English language learners (ELLs) in mainstream classrooms has teacher education programs developing their capacity to prepare all teachers to educate ELLs. This study examined how universities in Florida implement a professional development requirement to help faculty infuse ELL content into their courses. Our findings suggest…

Preparing Science Teachers for the future

NASA Astrophysics Data System (ADS)

Stein, Fredrick

2002-04-01

What will teachers need in the future to be successful? What will "successful" mean in the future? Are the teaching approaches learned 40 years ago still relevant for tomorrow's classrooms? Will technology really change the way physics is taught (K-16)? Will we close the performance gap between students of differing ethnicity? Are schools of education rising to the challenge to answer these questions? Can college and university physics departments rise to the challenge of presenting physics to all students in an engaging manner? What can the APS, in partnership with AAPT and AIP, do to find the answers and provide strategies to improve the science preparation of future teachers? PhysTEC aims to help physics and education faculty work together to provide an education for future teachers that emphasizes a student-centered, hands-on, inquiry-based approach to learning science. The compelling evidence produced from Physics Education Research warrants this approach. A National Science Foundation grant of 5.76 million and a 498 thousand grant from the Fund for the Improvement of Postsecondary Education support PhysTEC, its partners and activities. http://www.phystec.org/

Expert clinician to clinical teacher: developing a faculty academy and mentoring initiative.

PubMed

Reid, Tina P; Hinderer, Katherine A; Jarosinski, Judith M; Mister, Brenda J; Seldomridge, Lisa A

2013-07-01

The lack of sufficient numbers of qualified nursing faculty to prepare nursing students for entry into the field of nursing is of national and international concern. Recruiting expert clinicians and preparing them as clinical teachers is one approach to addressing the faculty shortage. Adequate training for the new role is paramount to promote job satisfaction and reduce attrition. Various models for orienting and preparing expert nurse clinicians as clinical educators are reported in the literature with little consensus or research to support a single approach. This paper describes a collaborative effort to prepare experienced registered nurse clinicians for new roles as part-time clinical faculty. Using a blend of learning strategies (face-to-face, online, simulation, and group mentoring sessions), this training experience was designed to cover content while promoting discussion of issues and challenges and providing much-needed mentorship. Outcomes include 12 new clinical faculty, 25% from groups underrepresented in nursing, with nine newly employed as part-time clinical teachers. Copyright © 2013 Elsevier Ltd. All rights reserved.

Preparing Principals as Instructional Leaders: Perceptions of University Faculty, Expert Principals, and Expert Teacher Leaders

ERIC Educational Resources Information Center

Taylor Backor, Karen; Gordon, Stephen P.

2015-01-01

Although research has established links between the principal's instructional leadership and student achievement, there is considerable concern in the literature concerning the capacity of principal preparation programs to prepare instructional leaders. This study interviewed educational leadership faculty as well as expert principals and teacher…

"Out" Gay and Lesbian Faculty and the Inclusion of Sexual Orientation Topics in Teacher Preparation Programmes in the USA

ERIC Educational Resources Information Center

Jennings, Todd

2010-01-01

Do "out" lesbian and gay faculty influence the inclusion of sexual orientation as a form of diversity in their teacher preparation programmes? Data gathered from 142 teacher preparation programmes across the USA (representing the preparation of 23,000-30,000 new teachers annually) suggest they do not. Likewise, the priority placed upon…

A Study of Faculty Views of Statistics and Student Preparation beyond an Introductory Class

ERIC Educational Resources Information Center

Doehler, Kirsten; Taylor, Laura; Smith, Jessalyn

2013-01-01

The purpose of this research is to better understand the role of statistics in teaching and research by faculty from all disciplines and their perceptions of the statistical preparation of their students. This study reports the findings of a survey administered to faculty from seven colleges and universities regarding the use of statistics in…

The need for academic electronic health record systems in nurse education.

PubMed

Chung, Joohyun; Cho, Insook

2017-07-01

The nursing profession has been slow to incorporate information technology into formal nurse education and practice. The aim of this study was to identify the use of academic electronic health record systems in nurse education and to determine student and faculty perceptions of academic electronic health record systems in nurse education. A quantitative research design with supportive qualitative research was used to gather information on nursing students' perceptions and nursing faculty's perceptions of academic electronic health record systems in nurse education. Eighty-three participants (21 nursing faculty and 62 students), from 5 nursing schools, participated in the study. A purposive sample of 9 nursing faculty was recruited from one university in the Midwestern United States to provide qualitative data for the study. The researcher-designed surveys (completed by faculty and students) were used for quantitative data collection. Qualitative data was taken from interviews, which were transcribed verbatim for analysis. Students and faculty agreed that academic electronic health record systems could be useful for teaching students to think critically about nursing documentation. Quantitative and qualitative findings revealed that academic electronic health record systems regarding nursing documentation could help prepare students for the future of health information technology. Meaningful adoption of academic electronic health record systems will help in building the undergraduate nursing students' competence in nursing documentation with electronic health record systems. Copyright © 2017. Published by Elsevier Ltd.

Strategies for recruiting additional African Americans into the NASA JSC summer faculty fellows program

NASA Technical Reports Server (NTRS)

Hyman, Ladelle M.

1993-01-01

African Americans have participated sporadically in the NASA JSC Summer Faculty Fellows Program--none in 1992 and four in 1993. There is a pool of African Americans who are both qualified to provide services and willing to participate in initiatives which support technologies required for future JSC programs. They can provide human support and handle mission operations, spacecraft systems, planet surface systems, and management tools. Most of these faculty teach at historically black colleges and universities (HBCU's). This research will document the current recruitment system, critique it, and develop a strategy which will facilitate the diversification of the NASA JSC Summer Faculty Fellows Program. While NASA currently mails notices to HBCU's, such notices have generated few applications from, and fewer selections of, targeted faculty. To increase the participation of African Americans in the NASA JSC Summer Faculty Fellows Program, this participant will prepare a strategy which includes a document which identifies HBCU-targeted faculty and enumerates more formally extensive and intensive communication procedures. A fifteen-minute panel discussion, which will include a video, will be delivered during the annual meeting of the American Society for Engineering Education (ASEE) to be held in Edmonton, Alberta, Canada, June 26-29, 1994. An announcement letter will be mailed to targeted faculty; follow-up telephone calls and personal visits will be made and a checklist flowchart will be completed by key NASA personnel or designee. Although initially limited to NASA JSC's recruitment of African Americans, this strategy may be broadened to include other NASA sites and other targeted minority groups.

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.

The New Jersey Nursing Initiative: building sustainable collaboration.

PubMed

Bakewell-Sachs, Susan; Mertz, Lynn M; Egreczky, Dana; Ladden, Maryjoan

2011-01-01

The New Jersey Nursing Initiative was publically launched in 2009 as a 5-year, $22 million program of the Robert Wood Johnson Foundation based at the New Jersey Chamber of Commerce Foundation. It was reauthorized in 2011 through 2016 for an additional $8.5 million. The initiative includes a faculty preparation program and strategic tracks of work focusing on building education capacity, increasing current faculty capacity, making nurse faculty a preferred career, leading policy initiatives, creating sustainable funding in support of nursing education, and ultimately, building local, regional, and statewide collaborative networks. The tagline, "So a Nurse will be there for You," emphasizes both the reality of an aging nursing workforce needing replacement and the expected health care transformation that will result in the need for new knowledge and skills in the future nursing workforce. The purpose of this article was to describe the New Jersey Nursing Initiative, emphasizing the partnerships that have resulted from the project to date. Copyright © 2011 Elsevier Inc. All rights reserved.

Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

ERIC Educational Resources Information Center

Aguilar, Israel

2017-01-01

This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution…

The Role of Digital 3D Scanned Models in Dental Students' Self-Assessments in Preclinical Operative Dentistry.

PubMed

Lee, Cliff; Kobayashi, Hiro; Lee, Samuel R; Ohyama, Hiroe

2018-04-01

The aim of this study was to determine how dental student self-assessment and faculty assessment of operative preparations compared for conventional visual assessment versus assessment of scanned digital 3D models. In 2016, all third-year students in the Class of 2018 (N=35) at Harvard School of Dental Medicine performed preclinical exams of Class II amalgam preparations (C2AP) and Class III composite preparations (C3CP) and completed self-assessment forms; in 2017, all third-year students in the Class of 2019 (N=34) performed the same exams. Afterwards, the prepared typodont teeth were digitally scanned. Students self-assessed their preparations digitally, and four faculty members graded the preparations conventionally and digitally. The results showed that, overall, the students assessed their preparations higher than the faculty assessments. The mean student-faculty gaps for C2AP and C3CP in the conventional assessments were 11% and 5%, respectively. The mean digital student-faculty gap for C2AP and C3CP were 8% and 2%, respectively. In the conventional assessments, preclinical performance was negatively correlated with the student-faculty gap (r=-0.47, p<0.001). The correlations were not statistically significant with the digital assessments (p=0.39, p=0.26). Students in the bottom quartile significantly improved their self-assessment accuracy using digital self-assessments over conventional assessments (C2AP 10% vs. 17% and C3CP 3% vs. 10%, respectively). These results suggest that digital assessments offered a significant learning opportunity for students to critically self-assess themselves in operative preclinical dentistry. The lower performing students benefitted the most, improving their assessment ability to the level of the rest of the class.

Faculty to faculty: advice for educators new to teaching in accelerated second baccalaureate degree nursing programs.

PubMed

Boellaard, Melissa R; Brandt, Cheryl L; Zorn, CeCelia R

2015-06-01

Despite a growing faculty shortage, accelerated second baccalaureate degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.]. Copyright 2015, SLACK Incorporated.

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

Neophyte facilitator experiences of interprofessional education: implications for faculty development.

PubMed

Egan-Lee, Eileen; Baker, Lindsay; Tobin, Stasey; Hollenberg, Elisa; Dematteo, Dale; Reeves, Scott

2011-09-01

The facilitation of learners from different professional groups requires a range of interprofessional knowledge and skills (e.g. an understanding of possible sources of tension between professions) in addition to those that are more generic, such as how to manage a small group of learners. The development and delivery of interprofessional education (IPE) programs tends to rely on a small cohort of facilitators who have typically gained expertise through 'hands-on' involvement in facilitating IPE and through mentorship from more experienced colleagues. To avoid burn-out and to meet a growing demand for IPE, a larger number of facilitators are needed. However, empirical evidence regarding effective approaches to prepare for this type of work is limited. This article draws on data from a multiple case study of four IPE programs based in an urban setting in North America with a sample of neophyte facilitators and provides insight into their perceptions and experiences in preparing for and delivering IPE. Forty-one semi-structured interviews were conducted before (n = 20) and after (n = 21) program delivery with 21 facilitators. Findings indicated that despite participating in a three-fold faculty development strategy designed to support them in their IPE facilitation work, many felt unprepared and continued to have a poor conceptual understanding of core IPE and interprofessional collaboration principles, resulting in problematic implications (e.g. 'missed teachable moments') within their IPE programs. Findings from this study are discussed in relation to the IPE, faculty development and wider educational literature before implications are offered for the future delivery of interprofessional faculty development activities.

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2014 CFR

2014-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2013 CFR

2013-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2012 CFR

2012-01-01

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

7 CFR 3402.15 - Faculty vitae.

Code of Federal Regulations, 2011 CFR

2011-01-01

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

The Pre-Health Collection within MedEdPORTAL's iCollaborative: Helping Faculty Prepare Students for the Competencies in the New MCAT[superscript 2015] Exam

ERIC Educational Resources Information Center

Jakubowski, Henry V.; Zapanta, Laura S.

2013-01-01

To help faculty prepare and revise courses in all the disciplines represented in the MCAT[superscript 2015], the American Association of Medical Colleges, through its MedEdPORTAL's iCollaborative, has established the Pre-health Collection, a repository of reviewed web resources that are openly and freely available to faculty, and indirectly…

Nursing Student Perceptions of Structural Empowerment.

PubMed

Moore, Shelley C; Ward, Karen S

To meet role expectations for nurses, nurses must feel empowered. Faculty contributions to the learning environment for nursing students are critical. A descriptive analysis of student perceptions of empowerment within the learning environment was conducted using a form of Kanter's Conditions of Work Effectiveness Questionnaire; 203 participants from schools in 17 different states completed surveys. Subjects demonstrated moderate degrees of structural empowerment in their learning environment. This positive finding can be further investigated and used to fully prepare future nurses.

Faculty Identification, Recruitment, Selection, Assignment and Development at the Marine Corps University

DTIC Science & Technology

1993-04-30

in the " active learning " process and require less preparation time. Maneuver warfare philosophy asks the officer to think "two levels up" the chain...34passive" to " active " learning . 47 25 Until recently, the Marine Corps Schools and most other miiltary educational institutions used the standard approach...future. This conclusion drove the trend to adult education or active learning . Basically, passive learning or traditional, pedagogical learning is

Faculty Preparedness to Build Cultural Inclusiveness

ERIC Educational Resources Information Center

Samuels, Dena Renee

2010-01-01

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

Mental time travel and the shaping of the human mind

PubMed Central

Suddendorf, Thomas; Addis, Donna Rose; Corballis, Michael C.

2009-01-01

Episodic memory, enabling conscious recollection of past episodes, can be distinguished from semantic memory, which stores enduring facts about the world. Episodic memory shares a core neural network with the simulation of future episodes, enabling mental time travel into both the past and the future. The notion that there might be something distinctly human about mental time travel has provoked ingenious attempts to demonstrate episodic memory or future simulation in non-human animals, but we argue that they have not yet established a capacity comparable to the human faculty. The evolution of the capacity to simulate possible future events, based on episodic memory, enhanced fitness by enabling action in preparation of different possible scenarios that increased present or future survival and reproduction chances. Human language may have evolved in the first instance for the sharing of past and planned future events, and, indeed, fictional ones, further enhancing fitness in social settings. PMID:19528013

Preparing Doctoral Students in Rhetoric and Composition for Faculty Careers that Contribute to the Public Good

ERIC Educational Resources Information Center

Quinn, Stephanie Anderson

2010-01-01

This descriptive study re-examines the graduate education of doctoral students in rhetoric and composition in light of the field's civic tradition. This project explores the current preparation of rhetoric and composition students in Ph.D. programs and then focuses primarily on how doctoral programs are preparing aspiring new faculty members to…

Colleges and Money. A Faculty Guide to Academic Economics.

ERIC Educational Resources Information Center

Change Magazine, New Rochelle, NY.

The basics of academic economics are examined in this faculty guide. The modern management movement has reached American higher education and has created new expectations concerning the faculty's role. An earlier preoccupation with management methods has been replaced by concentration on evaluation. Faculty should share in the preparation of their…

The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

PubMed Central

Smith, Michelle K.; Wenderoth, Mary Pat; Tyler, Mary

2013-01-01

Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master's- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents. PMID:23463224

Honoring Thy Self in the Transition to Online Teaching.

PubMed

Maggio, Lauren A; Daley, Barbara J; Pratt, Daniel D; Torre, Dario M

2018-05-08

Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This "identity dissonance" may lead to dissatisfaction and frustration for the faculty and potentially suboptimal learning experience for students. In this Perspective, the authors propose that faculty consider using Pratt's five teaching perspectives as a conceptual framework to recognize and mitigate potential identity dissonance as they transition to teaching online. Derived and refined through several years of research, these teaching perspectives are based upon interrelated sets of intentions and beliefs that give direction and justification to faculty members' actions. They have been used in higher education to improve faculty satisfaction, self-reflection capabilities, and faculty development. The authors, therefore, believe that these teaching perspectives hold the potential to assist HPE faculty enhance their teaching and retain their primary teaching identify, even as they shift to online teaching. Doing so may ensure that the components of teaching they enjoy and draw self-efficacy from are still central to their teaching experience. Pratt's teaching perspectives also provide a conceptual framework for creating future faculty development initiatives and conducting research to better understand and improve the experience of transitioning to online teaching.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.

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

PubMed

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

2018-01-01

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

Guidelines for the Academic Preparation of Mathematics Faculty at Two-Year Colleges.

ERIC Educational Resources Information Center

American Mathematical Association of Two-Year Colleges.

Addressed to two-year college professionals responsible for staffing and evaluating mathematics programs and university personnel responsible for programs that prepare college mathematics teachers, this document provides recommendations for training effective community college mathematics faculty adopted by the American Mathematical Association of…

Preparing Mathematics Teachers for Technology-Rich Environments

ERIC Educational Resources Information Center

Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard

2009-01-01

This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…

E-learning and the future of dental education: opinions of administrators and information technology specialists.

PubMed

Hillenburg, K L; Cederberg, R A; Gray, S A; Hurst, C L; Johnson, G K; Potter, B J

2006-08-01

The digital revolution and growth of the Internet have led to many innovations in the area of electronic learning (e-learning). To survive and prosper, educators must be prepared to respond creatively to these changes. Administrators and information technology specialists at six dental schools and their parent institutions were interviewed regarding their opinions of the impact that e-learning will have on the future of dental education. Interview questions encompassed vision, rate of change, challenges, role of faculty, resources, enrolment, collaboration, responsibility for course design and content, mission and fate of the institution. The objective of this qualitative study was to sample the opinions of educational administrators and information technology specialists from selected US universities regarding the impact of e-learning on dental education to detect trends in their attitudes. Responses to the survey indicated disagreement between administrators and informational technology specialists regarding the rate of change, generation of resources, impact on enrolment, responsibility for course design and content, mission and fate of the university. General agreement was noted with regard to vision, challenges, role of faculty and need for collaboration.

How Health Humanities Will Save the Life of the Humanities.

PubMed

Klugman, Craig M

2017-12-01

In the last decade, the humanities have been shrinking in number of students, percent of faculty, and in number of degrees awarded. Humanities students also earn lower salaries than their STEM-prepared peers. At the same time, the health humanities have been in ascendance over the last fifteen years. The number of majors, minors and certificates has increased 266% in that time frame, attracting large numbers of students and preparing future patients, lay caregivers, and health care providers to interact with a complicated and dehumanized medical system. In 1982, British philosopher and educator Stephen Toulmin declared that medicine saved philosophy from irrelevance and possibly extinction. I propose that the health humanities can serve a similar function to stave off the decline of the broader humanities. The health humanities can (1) model an applied approach for the broader humanities to attract student interest; (2) develop students' capacity for critical reading, writing and reflection about health and medicine in society, practice, and their own lives and (3) inoculate all students against the influence of medicine, whether through preparing pre-health students to navigate the hidden medical curriculum or preparing future patients to navigate the health care system.

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

PubMed

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

2016-01-01

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

EQUATING FACULTY LOADS.

ERIC Educational Resources Information Center

OOSTING, KENNETH W.

AT ALPENA COMMUNITY COLLEGE, A NORMAL TEACHING LOAD FOR ANY FACULTY MEMBER IS 14-16 SEMESTER HOURS, WITH 75-125 STUDENTS AND 2-3 PREPARATIONS. VARIATIONS FROM THE SCHEDULE ARE IN ACCORDANCE WITH SPECIFIC FORMULAS RELATING TO TOTAL MEMBERS OF STUDENTS, NUMBERS OF PREPARATIONS, ASSIGNMENT TO ENGLISH COMPOSITION CLASSES, NEW COURSES, AND CLASSES…

Rehabilitation Counselor Preparation for Working with Youth with Psychiatric Disabilities

ERIC Educational Resources Information Center

Mellin, Elizabeth A.; Hunt, Brandon; Lorenz, Dawn C.

2009-01-01

Faculty in CORE-accredited rehabilitation counseling programs (N = 46) were surveyed to assess preparation for work with youth with psychiatric disabilities and to identify barriers to developing and maintaining a specialization focused on this population within the curriculum. Although faculty reported that students enrolled in their programs…

Internationalization of Higher Education: Preparing Faculty to Teach Cross-Culturally

ERIC Educational Resources Information Center

Gopal, Anita

2011-01-01

The need to effectively prepare faculty to teach in a cross-cultural environment has become imperative in the context of globalizing higher education (Deardorff, 2009; Verbik, 2007). Many higher education institutions around the world have internationalized their degrees and programs, and they have established foreign branch campuses to provide…

Faculty Perceptions of Transition Personnel Preparation in Saudi Arabia

ERIC Educational Resources Information Center

Alhossan, Bandar A.; Trainor, Audrey A.

2017-01-01

This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions…

Unified Early Childhood Personnel Preparation Programs: Perceptions from the Field.

ERIC Educational Resources Information Center

LaMontagne, M. J.; Johnson, Lawrence J.; Kilgo, Jennifer L.; Stayton, Vicki; Carr, Victoria; Bauer, Anne M.; Carpenter, Jenny

2002-01-01

This study examined perceptions of unified early childhood personnel preparation programs by 28 faculty members in such programs and by graduates (n=42) of unified, dual, or separate exceptional child education or exceptional child special education programs. Faculty stressed the importance of commitment and collaborative problem solving. The…

Enlarging the `knowledge toolbox': helping students prepare for an innovation-driven world

NASA Astrophysics Data System (ADS)

Nilsen, Elizabeth

2015-03-01

Physics students graduate from their course of studies to enter the ``world of work.'' While for many years that transition meant joining a large corporation for a life-long career, this is no longer the case. Today's graduates will find their career with a series of organizations - often start-ups and small to mid-sized organizations - whose future depends on the ability to rapidly leverage technical knowledge into useful products and services. This session will discuss the value of preparing physics students to be innovators and entrepreneurs, both as a strategy to prepare them for future careers, as well as an opportunity to fully engage students in seeing the relevance of physics to ``real world'' challenges. The session will feature three case studies: 1) embedding core knowledge and skills within a technical content course; 2) building learning experiences around a team-based start-up exploration; 3) engaging an entire department in considering how to comprehensively include innovation & entrepreneurship themes in the curriculum. The session will conclude with information about how faculty members and institutions can access resources for adopting this approach to their course offerings.

It depends on your perspective: Resident satisfaction with operative experience.

PubMed

Perone, Jennifer A; Fankhauser, Grant T; Adhikari, Deepak; Mehta, Hemalkumar B; Woods, Majka B; Tyler, Douglas S; Brown, Kimberly M

2017-02-01

Resident satisfaction is a key performance metric for surgery programs; we studied factors influencing resident satisfaction in operative cases, and the concordance of faculty and resident perceptions on these factors. Resident and faculty were separately queried on satisfaction immediately following operative cases. Statistical significance of the associations between resident and faculty satisfaction and case-related factors were tested by Chi-square or Fisher's exact test. Residents and faculty were very satisfied in 56/87 (64%) and 36/87 (41%) of cases respectively. Resident satisfaction was associated with their perceived role as surgeon (p < 0.04), performing >50% of the case (p < 0.01), autonomy (p < 0.03), and PGY year 4-5(p < 0.02). Faculty taking over the case was associated with both resident and faculty dissatisfaction. Faculty satisfaction was associated with resident preparation (p < 0.01), faculty perception of resident autonomy (p < 0.01), and faculty familiarity with resident's skills (p < 0.01). Resident and faculty satisfaction are associated with the resident's competent performance of the case, suggesting interventions to optimize resident preparation for a case or faculty's ability to facilitate resident autonomy will improve satisfaction with OR experience. Copyright © 2016 Elsevier Inc. All rights reserved.

Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development

ERIC Educational Resources Information Center

Whittaker, Joseph A.; Montgomery, Beronda L.

2014-01-01

An urgent need to broaden diversity and support the preparation of students and faculty members along proactive pathways to research and success can be facilitated by targeted faculty development and formalization of policies built on institutional commitment, engagement, and accountability. Involvement of the faculty in building institutional…

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

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

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

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

PubMed

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

2015-03-01

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

Community/public health nursing faculty's knowledge, skills and attitudes of the Quad Council Competencies for Public Health Nurses.

PubMed

Joyce, Barbara L; Harmon, Monica; Johnson, Regina Gina H; Hicks, Vicki; Brown-Schott, Nancy; Pilling, Lucille; Brownrigg, Vicki

2018-05-02

A multisite collaborative team of community/public health nursing (C/PHN) faculty surveyed baccalaureate nursing faculty to explore their knowledge, skills, attitudes, and application of the Quad Council Competencies for Public Health Nurses (QCC-PHN). (1) Evaluate the knowledge, skills, and attitudes of the 2011 QCC-PHN by academic C/PHN faculty; (2) Evaluate the application of 2011 QCC-PHN by C/PHN faculty in the clinical practicum for undergraduate baccalaureate C/PHN students; and (3) Determine if a significant difference existed in the knowledge for each domain. A mixed methods descriptive research design was used to answer three specific hypotheses related to the study objectives. A convenience sample of 143 faculty teaching C/PHN in baccalaureate schools of nursing completed an online survey. ANOVA was used to determine the difference between knowledge, skills, attitudes, and application of nursing faculty regarding the QCC-PHN based on years of nursing experience, C/PHN experience, and nursing specialty preparation. Participants' qualitative comments for each domain were analyzed for themes. C/PHN nursing faculty are described and differences in knowledge, skills, and attitudes delineated. A statistically significant difference was found in skills based on years of experience in C/PHN and in the application of the competencies based on nursing specialty preparation. Variations in knowledge of the QCC-PHN are identified. Ten recommendations are proposed for key skill sets and necessary preparation for faculty to effectively teach C/PHN in baccalaureate schools of nursing. © 2018 Wiley Periodicals, Inc.

Graduate admissions in clinical neuropsychology: the importance of undergraduate training.

PubMed

Karazsia, Bryan T; Stavnezer, Amy Jo; Reeves, Jonathan W

2013-11-01

Discussions of and recommendations for the training of clinical neuropsychologists exist at the doctoral, internship, and post-doctoral level. With few exceptions, the literature on undergraduate preparations in clinical neuropsychology is sparse and lacks empirical evidence. In the present study, graduate-level faculty and current trainees completed surveys about graduate school preparations. Faculty expectations of minimum and ideal undergraduate training were highest for research methods, statistics, and assessment. Preferences for "goodness of fit" also emerged as important admissions factors. These results offer evidence for desirable undergraduate preparations for advanced study in clinical neuropsychology. Although undergraduate training in psychology is intentionally broad, results from this study suggest that students who desire advanced study in clinical neuropsychology need to tailor their experiences to be competitive in the application process. The findings have implications for prospective graduate students, faculty who train and mentor undergraduates, and faculty who serve on admissions committees.

Faculty Unions, Business Models, and the Academy's Future

ERIC Educational Resources Information Center

Rhoades, Gary

2011-01-01

In this article, the author addresses questions about the future of faculty unions, business models, and the academy by providing some current and historical context regarding the causes of and conflicts about faculty unions. He also reviews trends in college and university management over the past three decades, using California, Ohio, and…

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

PubMed

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

2017-08-01

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

Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.

PubMed

Erratt, Tamie D

2011-08-01

There are many barriers to ethics education of students attending medical and dental schools. The question is asked, "Should more attention be given to addressing students' ethics education during their undergraduate years of preparation for professional healthcare programs?" This qualitative study utilizes digitally recorded personal interviews with two undergraduate pre-healthcare students, one medical student, one recently matriculated dental student, one undergraduate pre-healthcare faculty member, three dental school faculty members, and three medical school faculty members. Interview participants discuss areas of personal knowledge and experience concerning: the admissions process and screening of potential medical/dental students for ethical traits and behaviors, influences on student ethical development, undergraduate pre-healthcare ethics training, and preferred college major for pre-healthcare students. The study concludes that undergraduate pre-healthcare programs should take the initiative to be proactive and deliberate in strengthening the positive influences on students. Strategies include: 1) humanities curricula to broaden perspectives and increase non-prejudice; 2) mentoring and modeling by older students, faculty, and community and professional volunteers; 3) ethical case study discussions in class or extracurricular activities; and 4) volunteer/service learning activities. Additionally, curriculum learning is enhanced by the use of reflection and writing, discussions, and media.

Dental students' self-assessment of operative preparations using CAD/CAM: a preliminary analysis.

PubMed

Mays, Keith A; Levine, Eric

2014-12-01

The Commission on Dental Accreditation (CODA)'s accreditation standards for dental schools state that "graduates must demonstrate the ability to self-assess." Therefore, dental schools have developed preclinical and clinical self-assessment (SA) protocols aimed at fostering a reflective process. This study comparing students' visual SA with students' digital SA and with faculty assessment was designed to test the hypothesis that higher agreement would occur when utilizing a digital evaluation. Twenty-five first-year dental students at one dental school participated by preparing a mesial occlusal preparation on tooth #30 and performing both types of SAs. A faculty evaluation was then performed both visually and digitally using the same evaluation criteria. The Kappa statistic was used to measure agreement between evaluators. The results showed statistically significant moderate agreement between the faculty visual and faculty digital modes of evaluation for occlusal shape (K=0.507, p=0.002), proximal shape (K=0.564, p=0.001), orientation (K=0.425, p=0.001), and definition (K=0.480, p=0.001). There was slight to poor agreement between the student visual and faculty visual assessment, except for preparation orientation occlusal shape (K=0.164, p=0.022), proximal shape (K=-0.227, p=0.032), orientation (K=0.253, p=0.041), and definition (K=-0.027, p=0.824). This study showed that the students had challenges in self-assessing even when using CAD/CAM and the digital assessment did not improve the amount of student/faculty agreement.

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Profile of Personnel Preparation Programs in Visual Impairment and Their Faculty

ERIC Educational Resources Information Center

Ambrose-Zaken, Grace; Bozeman, Laura

2010-01-01

This survey of university personnel preparation programs in visual impairment in the United States and Canada investigated the demographic characteristics of faculty members and programs, instructional models, and funding formulas in 2007-08. It found that many programs used some form of distance education and that there was a correlation between…

Media Entrepreneurship: Curriculum Development and Faculty Perceptions of What Students Should Know

ERIC Educational Resources Information Center

Ferrier, Michelle Barrett

2013-01-01

To prepare students for the changing media industry, educators must determine whether part of their mission is to prepare students to think and act entrepreneurially. This international study queries faculty who are developing media entrepreneurship courses. The study finds that while the courses take varied forms, the main objectives of the…

What Type of Faculty and Training Are Required for a Successful Basic Sciences Program?

ERIC Educational Resources Information Center

Adams, Anthony

1992-01-01

Science education for optometry must go beyond therapeutic patient management to more preparation for biologically based care. Optometry faculty should be involved in research driven by specific patient problems and should prepare professionals to address patient quality-of-life and daily living needs. Interdisciplinary collaboration is needed.…

Resisting Fragmentation: Calling for a Holistic Approach to Professional Practice and Preparation for Educational Leaders

ERIC Educational Resources Information Center

Drago-Severson, Eleanor; Maslin-Ostrowski, Patricia; Hoffman, Alexander M.

2012-01-01

An online survey (using forced-choice and open-ended questions) of faculty at two university-situated degree-granting leadership preparation programs revealed that the faculty describe critical connections for developing leadership capacity: theory-practice nexus, university-based learning and "real-life" experience, and nurturing deeper…

Development and evaluation of online video teaching resources to enhance student knowledge of livestock handling.

PubMed

Klupiec, C; Pope, S; Taylor, R; Carroll, D; Ward, M H; Celi, P

2014-07-01

To evaluate the effectiveness of online audiovisual materials to support the acquisition of animal handling skills by students of veterinary and animal science. A series of video clips (Livestock Handling modules) demonstrating livestock handling procedures was created and delivered online to students enrolled in the Faculty of Veterinary Science, University of Sydney. The effectiveness of these modules for supporting student learning was evaluated via an online survey. The survey also sought feedback on how students could be better prepared for handling livestock. The survey indicated that students found the videos a useful part of their learning experience, particularly by familiarising them with correct handling procedures and emphasising the importance of safety when handling livestock. Students also highlighted that online delivery supported flexible learning. Suggested improvements of the Livestock Handling modules centred around broadening the content of the videos and improving the user-friendliness of online access. Student feedback regarding how the Faculty could better prepare them for livestock handling was dominated by requests for more opportunities to practise animal handling using live animals. The Livestock Handling audiovisual tool is a valuable supplementary resource for developing students' proficiency in safe and effective handling of livestock. However, the results also clearly reveal a perception by students that more hands-on experience is required for acquisition of animal handling skills. These findings will inform future development of the Faculty's animal handling program. © 2014 Australian Veterinary Association.

Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

ERIC Educational Resources Information Center

Hansen, Kathryn D.; Dawson, Debra L.; Specht, Jacqueline A.

2017-01-01

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the…

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

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

Computer Literacy in '84: Pepperdine Prepares.

ERIC Educational Resources Information Center

California Higher Education, 1982

1982-01-01

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

Undergraduate environmental health education: preparing for the future.

PubMed

Adams, W; Davis, T; Rossignol, A; Silverman, G; Simmons, T; Smith, G; Stern, B

2001-03-01

Attendees indicated that the workshop was beneficial and that the opportunity to communicate with faculty representing 23 programs accredited by EHAC and nine programs not accredited by EHAC was extremely useful. There was general agreement on a number of points: There is a need for undergraduate environmental health programs to collaborate on matters related to distance learning. Topics related to women, gender, diversity, ethics, and international environmental health should be incorporated into the environmental health curriculum. There are no major problems with current EHAC curricular guidelines, but the guidelines should be evaluated on a regular basis. Field experience or internship is an essential component in the academic preparation of undergraduate environmental health students. There is a significant need for increased funding for undergraduate environmental health programs. There is a need to increase the visibility and recognition of environmental health programs. There is a need to solidify ties with traditional partners and to establish new linkages at the local, regional, and national levels in the government, community, and private sector. It is essential that undergraduate faculty communicate with each other on matters relating to the preparation of environment health practitioners. There is a need for an association of undergraduate academic programs to provide leadership and a focal point for identification and resolution of issues common to all. The establishment of an association was viewed as the most practical and effective way to address these issues and to pursue related opportunities.

GTA Preparation as a Model for Cross-Tier Collaboration at North Carolina State University: A Program Profile

ERIC Educational Resources Information Center

Fedukovich, Casie; Hall, Megan

2016-01-01

This program profile describes recent changes to the process for preparing graduate teaching instructors (GTAs) in North Carolina State University's first-year writing program. The authors--one a nontenure-track faculty member and the other a tenure-track faculty member--describe the philosophical, ethical, and practical concerns in scaling…

Faculty Perceptions of Race to the Top Policy Influence on a University-Based Preparation Program Partnership

ERIC Educational Resources Information Center

Reyes-Guerra, Daniel; Lochmiller, Chad R.

2016-01-01

Florida's Race to the Top (RTTT) competition invited university-district partnerships to compete for funds aimed at improving principal preparation programs. In this article, we report findings from a qualitative case study focused on one program partnership funded by RTTT. Drawing upon interviews with faculty and relevant documents, we conducted…

Year One Implications of a Teacher Performance Assessment's Impact on Multicultural Education across a Secondary Education Teacher Preparation Program

ERIC Educational Resources Information Center

Liu, Laura B.; Milman, Natalie B.

2013-01-01

This case study examines the impact of the 1-year implementation of a state-mandated, standardized teacher performance assessment (TPA) on a faculty's infusion of multicultural education across a secondary education teacher preparation program. Findings show that faculty and teacher candidate (TC) perceptions predominantly concluded that the TPA…

STEM Faculty Experiences with Students with Disabilities at a Land Grant Institution

ERIC Educational Resources Information Center

Love, Tyler S.; Kreiser, Nicole; Camargo, Elsa; Grubbs, Michael E.; Kim, Eujin Julia; Burge, Penny L.; Culver, Steven M.

2015-01-01

Preparing faculty to meet the needs of the increasing number of students with disabilities is a critical need in higher education, particularly in the STEM (science, technology, engineering, and mathematics) fields. Quality preparation is an emerging problem as the number of higher education students with disabilities is on the rise. In this…

Hiring the Next Generation of Faculty. New Directions for Community Colleges, Number 152

ERIC Educational Resources Information Center

Cejda, Brent D., Ed.; Murray, John P., Ed.

2011-01-01

This volume contains the following papers: (1) Preparing to Hire the Best in the Perfect Storm (John P. Murray); (2) New Faculty Issues: Fitting In and Figuring It Out (Pamela L. Eddy); (3) An Approach to a Faculty Professional Development Seminar (Mary Bendickson and Karen Griffin); (4) Faculty Issues in Rural Community Colleges (Brent D. Cejda);…

Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy

ERIC Educational Resources Information Center

Baker, Lane A.; Chakraverty, Devasmita; Columbus, Linda; Feig, Andrew L.; Jenks, William S.; Pilarz, Matthew; Stains, Marilyne; Waterman, Rory; Wesemann, Jodi L.

2014-01-01

The Cottrell Scholars Collaborative New Faculty Workshop (CSC NFW) is a professional development program that was initiated in 2012 to address absences in the preparation of chemistry faculty at research universities as funded researchers and educators (i.e., teacher-scholars). The primary focus of the workshop is an introduction to evidence-based…

The Future of Faculty Development: Where Are We Going?

ERIC Educational Resources Information Center

Austin, Ann E.; Sorcinelli, Mary Deane

2013-01-01

Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective…

Understanding Faculty Perceptions of the Future: Action Research for Academic Librarians

ERIC Educational Resources Information Center

Malenfant, Kara Josephine

2011-01-01

The intent of this study was to aid academic librarians in examining their perceptions of the future of higher education, engaging disciplinary faculty members to understand their views, and determining actions to take to shape the future. In this mixed methods study, scenarios about the future of higher education served as the basis for…

Preparing tomorrow's behavioral medicine scientists and practitioners: a survey of future directions for education and training.

PubMed

Goldstein, Carly M; Minges, Karl E; Schoffman, Danielle E; Cases, Mallory G

2017-02-01

Behavioral medicine training is due for an overhaul given the rapid evolution of the field, including a tight funding climate, changing job prospects, and new research and industry collaborations. The purpose of the present study was to collect responses from trainee and practicing members of a multidisciplinary professional society about their perceptions of behavioral medicine training and their suggestions for changes to training for future behavioral medicine scientists and practitioners. A total of 162 faculty and 110 students (total n = 272) completed a web-based survey on strengths of their current training programs and ideas for changes. Using a mixed-methods approach, the survey findings are used to highlight seven key areas for improved preparation of the next generation of behavioral medicine scientists and practitioners, which are grant writing, interdisciplinary teamwork, advanced statistics and methods, evolving research program, publishable products from coursework, evolution and use of theory, and non-traditional career paths.

Mentorship: Concepts and Application to Plastic Surgery Training Programs

PubMed Central

Franzblau, Lauren E.; Kotsis, Sandra V.; Chung, Kevin C.

2016-01-01

Background Countless papers have demonstrated and emphasized the importance of mentoring in academic medicine. However, the upcoming role of mentors in the evolving medical field is poorly defined. As translational medicine, collaboration, and healthcare priorities change, so too must the goals and usage of mentoring. The aims of this paper are to demonstrate key aspects of effective mentoring in academic plastic surgery, show institutions how to cultivate mentoring relationships among their faculty and trainees, and provide direction for how to optimize the future use of mentoring to best prepare the next generation of plastic surgeons. Methods We reviewed the current literature regarding mentorship and the evolution of academic medicine. Results Mentors not only facilitate their protégés’ entrance into the field and future success, but can also attract medical students and residents to careers in research and abet the racial and gender discrepancies in plastic surgery and academia. Ideally faculty should undergo some form of training before they enter mentoring relationships. This will ensure that they are aware of their specific duties as mentors, are able to communicate with mentees, and can avoid potential pitfalls. Conclusions Mentorship is a tool. If used correctly, it can help recruit and retain talented physician-scientists to plastic surgery to satisfy the growing demand. This will require institutions to actively support mentorship, provide opportunities and resources for training mentors, and enable faculty to allocate time to this vital pursuit. PMID:23629123

"Future Proofing" Faculty: The Struggle To Create Technical Lifelong Learners.

ERIC Educational Resources Information Center

Nay, Fred W.; Malm, Loren D.; Malone, Bobby G.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C., Jr.

College faculty can avoid investing valuable time and resources in inappropriate technologies by staying in step with technological progress. A "future proof" approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to…

Capacity building of midwifery faculty to implement a 3-years midwifery diploma curriculum in Bangladesh: A process evaluation of a mentorship programme.

PubMed

Erlandsson, Kerstin; Doraiswamy, Sathyanarayanan; Wallin, Lars; Bogren, Malin

2018-03-01

When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced. Copyright © 2018. Published by Elsevier Ltd.

Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles.

PubMed

Dreifuerst, Kristina Thomas; McNelis, Angela M; Weaver, Michael T; Broome, Marion E; Draucker, Claire Burke; Fedko, Andrea S

2016-01-01

The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Future Issues Facing Administrators in Pharmaceutical Education.

ERIC Educational Resources Information Center

Fink, Joseph L., III

1986-01-01

Issues facing pharmaceutical education include the need to keep up with advancing technology, the need to keep faculty from overemphasizing technology to the detriment of other responsibilities, motivating and rewarding faculty, dealing with loss of faculty productivity, and part-time faculty. (MSE)

To Improve the Academy. Resources for Student, Faculty, & Institutional Development. Volume 8.

ERIC Educational Resources Information Center

Kahn, Susan, Ed.

A collection of 16 articles addressing the future of faculty and instructional development in higher education is presented. The articles are categorized under four main subject headings: (1) Faculty Development: Where It Is; Where It's Going; (2) Building Successful Faculty Development Programs; (3) Issues and Approaches in Faculty and…

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

ERIC Educational Resources Information Center

Yates, Steven Lowell

2009-01-01

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

Preparing for Graduate-Level Training in Professional Psychology: Comparisons across Clinical PhD, Counseling PhD, and Clinical PsyD Programs

ERIC Educational Resources Information Center

Karazsia, Bryan T.; Smith, Lena

2016-01-01

In the present study, faculty who teach in clinical and counseling doctor of philosophy (PhD) or doctor of psychology (PsyD) programs completed surveys regarding preferences for prospective student preparations to graduate programs. Faculty expectations of minimum and ideal undergraduate training were highest for scientific methods, though…

How Prepared Are MSW Graduates for Doctoral Research? Views of PhD Research Faculty

ERIC Educational Resources Information Center

Drisko, James W.; Evans, Kristin

2018-01-01

This national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research…

Applying Lessons from Professional Education to the Preparation of the Professoriate

ERIC Educational Resources Information Center

Golde, Chris M.

2008-01-01

The concern that doctoral programs in the arts and sciences do not adequately prepare students for careers as faculty members is hardly a new one, but it has become urgent. Colleges and universities in United States are facing the impending retirement of large numbers of faculty members and need to replace them with qualified professionals, on or…

Faculty Development for Gerontology Program Development. A Final Report.

ERIC Educational Resources Information Center

Peterson, David A.; Wendt, Pamela F.

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

Predictors of future success in otolaryngology residency applicants.

PubMed

Chole, Richard A; Ogden, M Allison

2012-08-01

To evaluate the information available about otolaryngology residency applicants for factors that may predict future success as an otolaryngologist. Retrospective review of residency applications; survey of resident graduates and otolaryngology clinical faculty. Otolaryngology residency program. Otolaryngology program graduates from 2001 to 2010 and current clinical faculty from Barnes-Jewish Hospital/Washington University School of Medicine. Overall ratings of the otolaryngology graduates by clinical faculty (on a 5-point scale) were compared with the resident application attributes that might predict success. The application factors studied are United States Medical Licensing Examination part 1 score, Alpha Omega Alpha Honor Medical Society election, medical school grades, letter of recommendation, rank of the medical school, extracurricular activities, residency interview, experience with acting intern, and extracurricular activities. Forty-six graduates were included in the study. The overall faculty rating of the residents showed good interrater reliability. The objective factors, letters of recommendation, experience as an acting intern, and musical excellence showed no correlation with higher faculty rating. Rank of the medical school and faculty interview weakly correlated with faculty rating. Having excelled in a team sport correlated with higher faculty rating. Many of the application factors typically used during otolaryngology residency candidate selection may not be predictive of future capabilities as a clinician. Prior excellence in a team sport may suggest continued success in the health care team.

The Faculty at Risk.

ERIC Educational Resources Information Center

Schuster, Jack H.; Bowen, Howard R.

1985-01-01

Recent changes in the quality of faculty life were traced, and the consequences of these changes for the future of higher education are assessed. Shifts in the faculty's demographic characteristics, compensation, work environment, status, and morale, and in the quality of new faculty are discussed. (MLW)

Creating a Pipeline for African American Computing Science Faculty: An Innovative Faculty/Research Mentoring Program Model

ERIC Educational Resources Information Center

Charleston, LaVar J.; Gilbert, Juan E.; Escobar, Barbara; Jackson, Jerlando F. L.

2014-01-01

African Americans represent 1.3% of all computing sciences faculty in PhD-granting departments, underscoring the severe underrepresentation of Black/African American tenure-track faculty in computing (CRA, 2012). The Future Faculty/Research Scientist Mentoring (FFRM) program, funded by the National Science Foundation, was found to be an effective…

Do Asian American Faculty Face a Glass Ceiling in Higher Education?

ERIC Educational Resources Information Center

Lee, Sharon M.

2002-01-01

Evaluated the glass ceiling hypothesis in relation to Asian American faculty using data from the 1993 National Study of Post-Secondary Faculty for 1,019 Asian American faculty members. Data limitations prevent concluding that such faculty do or do not face a glass ceiling; however, baseline findings for future research are established. (SLD)

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

PubMed

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

2007-01-01

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

A Descriptive Survey of Anesthesiology Residency Simulation Programs: How Are Programs Preparing Residents for the New American Board of Anesthesiology APPLIED Certification Examination?

PubMed

Isaak, Robert S; Chen, Fei; Arora, Harendra; Martinelli, Susan M; Zvara, David A; Stiegler, Marjorie P

2017-09-01

Anesthesiology residency programs may need new simulation-based programs to prepare residents for the new Objective Structured Clinical Examination (OSCE) component of the American Board of Anesthesiology (ABA) Primary Certification process. The design of such programs may require significant resources, including faculty time, expertise, and funding, as are currently needed for structured oral examination (SOE) preparation. This survey analyzed the current state of US-based anesthesiology residency programs regarding simulation-based educational programming for SOE and OSCE preparation. An online survey was distributed to every anesthesiology residency program director in the United States. The survey included 15 to 46 questions, depending on each respondent's answers. The survey queried current practices and future plans regarding resident preparation specifically for the ABA APPLIED examination, with emphasis on the OSCE. Descriptive statistics were summarized. χ and Fisher exact tests were used to test the differences in proportions across groups. Spearman rank correlation was used to examine the association between ordinal variables. The responding 66 programs (49%) were a representative sample of all anesthesiology residencies (N = 136) in terms of geographical location (χ P = .58). There was a low response rate from small programs that have 12 or fewer clinical anesthesia residents. Ninety-one percent (95% confidence interval [CI], 84%-95%) of responders agreed that it is the responsibility of the program to specifically prepare residents for primary certification, and most agreed that it is important to practice SOEs (94%; 95% CI, 88%-97%) and OSCEs (89%; 95% CI, 83%-94%). While 100% of respondents reported providing mock SOEs, only 31% (95% CI, 24%-40%) of respondents provided mock OSCE experiences. Of those without an OSCE program, 75% (95% CI, 64%-83%) reported plans to start one. The most common reasons for not having an OSCE program already in place, and the perceived challenges for implementing an OSCE program, were the same: lack of time (faculty and residents), expertise in OSCE development and assessment, and funding. The results provide data from residency programs for benchmarking their simulation curriculum and ABA APPLIED Examination preparation offerings. Despite agreement that residency programs should prepare residents for the ABA APPLIED Examination, many programs have yet to implement an OSCE preparation program, in part due to lack of financial resources, faculty expertise, and time. Additionally, in contrast to the SOE, the OSCE is a new format for ABA primary certification. As a result, the lack of consensus concerning preparation needs could be related to the amount information that is available regarding the examination content and assessment process.

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

ERIC Educational Resources Information Center

Proeber, Helen R.

2012-01-01

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

Glendale Community College Campus Views 2002: Results of the 2002 Faculty/Staff Survey.

ERIC Educational Resources Information Center

Glendale Community Coll., CA. Planning and Research Office.

In preparation for accreditation self studies, Glendale Community College (California) conducted faculty and staff surveys in 1986, 1990, 1997, and 2002. The results of the 2002 administration survey are presented here, along with trend information from previous administrations. Survey forms were distributed to all faculty and staff members…

Adjunct Faculty Needs Assessment and Closing the Loop: A Comparative Study

ERIC Educational Resources Information Center

Washburn, Jeanne

2017-01-01

In order to remain competitive, higher education institutions must be prepared to acculturate adjunct faculty to their mission and instructional philosophy (Bojarczyk, 2008). They must also develop programs that support and engage adjunct faculty (Blodgett, 2008; Landers, 2012). The purpose of this study was to analyze and describe differences…

A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

ERIC Educational Resources Information Center

Zachariades, Iacovos; Roberts, Sherron Killingsworth

1995-01-01

Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty

ERIC Educational Resources Information Center

Lang, Lucinda Anne; Bell, Sherry Mee

2017-01-01

Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

Faculty Handbooks as Enforceable Contracts: A State Guide

ERIC Educational Resources Information Center

American Association of University Professors, 2009

2009-01-01

Each year, the American Association of University Professors (AAUP) receives many inquiries about the legal status of faculty handbooks. To respond to some common inquiries, the Association's legal office prepared this overview of faculty handbook decisions. It is arranged by state and includes decisions of which the Association is aware and that…

A Faculty Development Program for Nurse Educators Learning to Teach Online

ERIC Educational Resources Information Center

Lee, Debra; Paulus, Trena M.; Loboda, Iryna; Phipps, Gina; Wyatt, Tami H.; Myers, Carole R.; Mixer, Sandra J.

2010-01-01

As the College of Nursing at the University of Tennessee, Knoxville prepared to move their graduate programs online, a nursing faculty grass-roots movement led to the implementation of a faculty development program. This instructional design portfolio describes the design, development, implementation, and evaluation of this program, with the goal…

Developing Scholarly Teachers through an SoTL Faculty Fellowship

ERIC Educational Resources Information Center

Fisher, Beth A.; Repice, Michelle D.; Dufault, Carolyn L.; Leonard, Denise A.; Frey, Regina F.

2014-01-01

The increasing interest in incorporating evidenced-based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing…

Needs assessment of Wisconsin primary care residents and faculty regarding interest in global health training

PubMed Central

Bauer, Terese A; Sanders, James

2009-01-01

Background The primary objectives of this study were to assess Wisconsin's primary care residents' attitudes toward international health training, the interest among faculty to provide IH training, and the preferred modality of IH training. Methods Surveys were administered using 505 residents and 413 medical faculty in primary care residencies in Wisconsin. Results from 128 residents and 118 medical school faculty members were collected during the spring of 2007 and analyzed. Results In total, 25% of residents (128/505) and 28% of faculty (118/413) responded to the survey. A majority of residents (58%) and faculty (63%) were interested in global health issues. Among residents, 63% planned on spending professional time working abroad. Few residents (9%) and faculty (11%) assess their residencies as preparing residents well to address topics relating to international health. The survey indicates that adequate faculty in Wisconsin could provide mentorship in international health as 47% (55) of faculty had experience working as a physician internationally, 49% (58) of faculty spend more than 25% clinical time caring for patient from underserved communities and 39% (46) would be willing to be involved with developing curriculum, lecturing and/or mentoring residents in international health. Conclusion Overall, the majority of the respondents expressed high interest in IH and few felt prepared to address IH issues indicating a need for increased training in this area. The findings of this survey are likely relevant as a prototype for other primary care residencies. PMID:19552817

Nursing faculty--an endangered species?

PubMed

De Young, S; Bliss, J B

1995-01-01

A present faculty shortage has been documented, and the potential for an even worse shortage in the future is very real. Implications of a continued shortage for both nursing education and practice are serious. They include limitations on enrollments leading to future nursing shortages, burnout of present faculty, or possible decline in the quality of programs. Contributing factors such as aging of educators, fewer graduate students going into teaching, non-competitive salaries, and increased job opportunities for nurses with graduate degrees are explored. Possible solutions include adding more education courses or tracks in graduate programs, obtaining increased federal funds for graduate education, emphasizing the many rewards and benefits of the faculty role, recruiting faculty from new areas, mentoring people into teaching, giving flexible teaching assignments to older faculty members, and making changes in the ways that clinical instruction is performed.

Night shift preparation, performance, and perception: are there differences between emergency medicine nurses, residents, and faculty?

PubMed

Richards, John R; Stayton, Taylor L; Wells, Jason A; Parikh, Aman K; Laurin, Erik G

2018-04-30

Determine differences between faculty, residents, and nurses regarding night shift preparation, performance, recovery, and perception of emotional and physical health effects. Survey study performed at an urban university medical center emergency department with an accredited residency program in emergency medicine. Forty-seven faculty, 37 residents, and 90 nurses completed the survey. There was no difference in use of physical sleep aids between groups, except nurses utilized blackout curtains more (69%) than residents (60%) and faculty (45%). Bedroom temperature preference was similar. The routine use of pharmacologic sleep aids differed: nurses and residents (both 38%) compared to faculty (13%). Residents routinely used melatonin more (79%) than did faculty (33%) and nurses (38%). Faculty preferred not to eat (45%), whereas residents (24%) preferred a full meal. The majority (>72%) in all groups drank coffee before their night shift and reported feeling tired despite their routine, with 4:00 a.m. as median nadir. Faculty reported a higher rate (41%) of falling asleep while driving compared to residents (14%) and nurses (32%), but the accident rate (3% to 6%) did not differ significantly. All had similar opinions regarding night shift-associated health effects. However, faculty reported lower level of satisfaction working night shifts, whereas nurses agreed less than the other groups regarding increased risk of drug and alcohol dependence. Faculty, residents, and nurses shared many characteristics. Faculty tended to not use pharmacologic sleep aids, not eat before their shift, fall asleep at a higher rate while driving home, and enjoy night shift work less.

Utility and effectiveness of a remote telepresence robotic system in nursing education in a simulated care environment.

PubMed

Sampsel, Debi; Vermeersch, Patricia; Doarn, Charles R

2014-11-01

There is a growing shortage of nursing graduates and faculty to prepare students for careers in nursing. One way to ameliorate this paradigm is to integrate technology such as a remote presence robot (RPR) in both clinical and educational settings. The InTouch Health (Santa Barbara, CA) RP-7, an RPR, was deployed in a simulated, multigenerational home where nursing students and faculty interact in a variety of activities. Seventy students and five faculty members were instructed by a remotely located instructor who controlled the RP-7 from a distant site. Students and faculty, using questionnaires, provided feedback on the didactic interaction. Of the 70 student participants, 56 (80%) responded, and faculty and clinical staff were 100% compliant, resulting in 69 total respondents. Using Krippendorf's themes of (1) usefulness, (2) acceptability, and (3) impact, the data indicated the following. The majority of the students (89%) had no previous experience with the RPR, but the majority (75%) felt that the RPR was a good faculty extender. The students were initially evenly split on first exposure in (a) a positive experience, (b) a negative experience, or (c) a mixed experience. Although there were some technical challenges in operations, these were not deemed significant; nevertheless, they must be addressed. The results of this study support the use of RPRs as faculty extenders to facilitate course quality assurance when the lead faculty is not on site. Both faculty and students perceive this type of technology as a potential faculty extender, but both faculty and students need preparation for the experience.

Reaching Consensus on Essential Biomedical Science Learning Objectives in a Dental Curriculum.

PubMed

Best, Leandra; Walton, Joanne N; Walker, Judith; von Bergmann, HsingChi

2016-04-01

This article describes how the University of British Columbia Faculty of Dentistry reached consensus on essential basic biomedical science objectives for DMD students and applied the information to the renewal of its DMD curriculum. The Delphi Method was used to build consensus among dental faculty members and students regarding the relevance of over 1,500 existing biomedical science objectives. Volunteer panels of at least three faculty members (a basic scientist, a general dentist, and a dental specialist) and a fourth-year dental student were formed for each of 13 biomedical courses in the first two years of the program. Panel members worked independently and anonymously, rating each course objective as "need to know," "nice to know," "irrelevant," or "don't know." Panel members were advised after each round which objectives had not yet achieved a 75% consensus and were asked to reconsider their ratings. After a maximum of three rounds to reach consensus, a second group of faculty experts reviewed and refined the results to establish the biomedical science objectives for the renewed curriculum. There was consensus on 46% of the learning objectives after round one, 80% after round two, and 95% after round three. The second expert group addressed any remaining objectives as part of its review process. Only 47% of previous biomedical science course objectives were judged to be essential or "need to know" for the general dentist. The consensus reached by participants in the Delphi Method panels and a second group of faculty experts led to a streamlined, better integrated DMD curriculum to prepare graduates for future practice.

Interactive distance learning for orthodontic residents: utilization and acceptability.

PubMed

Klein, Katherine P; Hannum, Wallace M; Koroluk, Lorne D; Proffit, William R

2012-03-01

Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved. Copyright © 2012 American Association of Orthodontists. Published by Mosby, Inc. All rights reserved.

The Organization of the Faculty Development Programs for Research Assistants: The Case of Education Faculties in Turkey

ERIC Educational Resources Information Center

Kabakçi, Isil; Odabasi, H. Ferhan

2008-01-01

The faculty development of research assistants who are at the first step of their academic careers are significant for the employment of faculty members of future and realizing the responsibilities of higher education institutions as to contribute to science and technology. However, there is little research on the features of faculty development…

Becoming a nursing faculty leader.

PubMed

Young, Patricia K; Pearsall, Catherine; Stiles, Kim A; Horton-Deutsch, Sara

2011-01-01

Academic leaders are one component of a well-prepared faculty that is required to achieve and sustain excellent educational programs. But what is it like to become an academic leader? How does one become a leader? These questions were addressed in an interpretive study in which nurse faculty leaders were interviewed about the experience of becoming a leader. Interview texts were analyzed hermeneutically by a research team to uncover three themes (common, shared experiences): Being Thrust into Leadership, Taking Risks, and Facing Challenges, which are explicated in this article. This study develops the evidence base for leadership preparation at a time when there is a strong need for nursing education leaders in academia.

Restoring Faculty Vitality in Academic Medicine When Burnout Threatens.

PubMed

Shah, Darshana T; Williams, Valerie N; Thorndyke, Luanne E; Marsh, E Eugene; Sonnino, Roberta E; Block, Steven M; Viggiano, Thomas R

2017-11-21

Increasing rates of burnout-with accompanying stress and lack of engagement-among faculty, residents, students, and practicing physicians have caused alarm in academic medicine. Central to the debate among academic medicine's stakeholders are oft-competing issues of social accountability; cost containment; effectiveness of academic medicine's institutions; faculty recruitment, retention, and satisfaction; increasing expectations for faculty; and mission-based productivity.The authors propose that understanding and fostering what contributes to faculty and institutional vitality is central to preventing burnout during times of change. They first look at faculty vitality and how it is threatened by burnout, to provide a framework for a greater understanding of faculty well-being. Then they draw on higher education literature to determine how vitality is defined in academic settings and what factors affect faculty vitality within the context of academic medicine. Next, they propose a model to explain and examine faculty vitality in academic medicine, followed by a discussion of the need for a greater understanding of faculty vitality. Finally, the authors offer conclusions and propose future directions to promote faculty vitality.The authors encourage institutional decision makers and other stakeholders to focus particular attention on the evolving expectations for faculty, the risk of extensive faculty burnout, and the opportunity to reduce burnout by improving the vitality and resilience of these talented and crucial contributors. Faculty vitality, as defined by the institution, has a critical role in ensuring future institutional successes and the capacity for faculty to thrive in a complex health care economy.

Gender in Science and Engineering Faculties: Demographic Inertia Revisited.

PubMed

Thomas, Nicole R; Poole, Daniel J; Herbers, Joan M

2015-01-01

The under-representation of women on faculties of science and engineering is ascribed in part to demographic inertia, which is the lag between retirement of current faculty and future hires. The assumption of demographic inertia implies that, given enough time, gender parity will be achieved. We examine that assumption via a semi-Markov model to predict the future faculty, with simulations that predict the convergence demographic state. Our model shows that existing practices that produce gender gaps in recruitment, retention, and career progression preclude eventual gender parity. Further, we examine sensitivity of the convergence state to current gender gaps to show that all sources of disparity across the entire faculty career must be erased to produce parity: we cannot blame demographic inertia.

Assessing Students’ Impressions of the Cultural Awareness of Pharmacy Faculty and Students

PubMed Central

Okorie-Awé, Clara; Crawford, Stephanie Y.; Balcazar, Fabricio E.; Vellurattil, Rosalyn P.; Moore, Terry W.; Schriever, Allison E.

2018-01-01

Objective. To determine pharmacy students’ impressions of their faculty’s interactions with diverse student and patient populations. Methods. Three student focus groups were convened. Eighty-four page transcripts were coded, and emergent themes were identified by qualitative analysis. Results. Students defined diversity as multidimensional beyond traditional categories. Emergent themes were faculty awareness or lack of awareness of cultural diversity, disparate cultural perspectives and preferences within student groups, teaching/learning approaches to prepare students to be more culturally competent, and student group dynamics. First- and second-year students emphasized student-to-student interactions, while third- and fourth-year students emphasized a lack of preparation for the realities of contemporary practice based on instructional methods. Conclusion. Students perceived the majority of their pharmacy faculty to be culturally sensitive and aware, but microaggression and discrimination from faculty and student peers were experienced. Study implications can potentially improve curricular offerings, cultural awareness of faculty and students, and care to diverse patient populations. PMID:29491497

Building interdisciplinary research models: a didactic course to prepare interdisciplinary scholars and faculty.

PubMed

Larson, Elaine L; Landers, Timothy F; Begg, Melissa D

2011-02-01

Many academicians assume that anyone can engage in interdisciplinary research, but it is clear that successful interdisciplinary efforts require mastery of specific competencies that can be learned and improved. This paper describes the development and implementation of a course designed for Master's, pre- and postdoctoral students and research faculty on models of interdisciplinary research skills, based on a set of core competencies. Major challenges included working through institutional structures that made it difficult to offer cross-school courses, and interpersonal challenges among a diverse group of students from a number of disciplines. Although universities may be poised for interdisciplinary research, strategies for faculty preparation and support are lacking. Institutions embracing the concept of team and interdisciplinary science must focus not only on the structural barriers and facilitators, but also on direct support to faculty. The didactic course described in this paper is one approach to enhance interdisciplinary research skills of scholars-in-training and faculty, and we recommend that similar efforts be widely implemented. © 2011 Wiley Periodicals, Inc.

University faculty preparation of students in using natural environment practices with young children.

PubMed

Dunst, Carl J; Bruder, Mary Beth

2005-02-01

155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

Quality of Operative Performance Feedback Given to Thoracic Surgery Residents Using an App-Based System.

PubMed

Karim, Azad S; Sternbach, Joel M; Bender, Edward M; Zwischenberger, Joseph B; Meyerson, Shari L

Residents frequently report inadequate feedback both in quantity and quality. The study evaluates the quality of faculty feedback about operative performance given using an app-based system. Residents requested operative performance evaluation from faculty on a real-time basis using the "Zwisch Me!!" mobile application which allows faculty to provide brief written feedback. Qualitative analysis of feedback was performed using grounded theory. The 7 academic medical centers with thoracic surgery training programs. Volunteer thoracic surgery residents in both integrated and traditional training pathways and their affiliated cardiothoracic faculty. Residents (n = 33) at 7 institutions submitted a total of 596 evaluations to faculty (n = 48). Faculty acknowledged the evaluation request in 476 cases (80%) and in 350 cases (74%) provided written feedback. Initial open coding generated 12 categories of feedback type. We identified 3 overarching themes. The first theme was the tone of the feedback. Encouraging elements were identified in 162 comments (46%) and corrective elements in 230 (65%). The second theme was the topic of the feedback. Surgical technique was the most common category at 148 comments (42.2%) followed by preparation for case (n = 69, 19.7%). The final theme was the specificity of the feedback. Just over half of comments (n = 190, 54.3%) contained specific feedback, which could be applied to future cases. However, 51 comments (14.6%) contained no useful information for the learners. An app-based system resulted in thoracic surgery residents receiving identifiable feedback in a high proportion of cases. In over half of comments the feedback was specific enough to allow improvement. Feedback was better quality when addressing error prevention and surgical technique but was less useful when addressing communication, flow of the case, and assisting. Faculty development around feedback should focus on making feedback specific and actionable, avoiding case descriptions, or simple platitudes. Copyright © 2017. Published by Elsevier Inc.

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

ERIC Educational Resources Information Center

Rediger, James N.

2013-01-01

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

Faculty Salaries in the California Community Colleges: 1982-83 Academic Year. Commission Report 83-27.

ERIC Educational Resources Information Center

California State Postsecondary Education Commission, Sacramento.

In response to a legislative directive, this report provides salary information on part- and full-time faculty in California's community colleges. Introductory material reviews the history and preparation of the salary report. Part 1 deals with full-time faculty, including tables showing: (1) salary schedules for the University of California (UC),…

Observing Faculty Culture: Faculty Attitudes and Perceptions toward Program Changes Due to Accreditation

ERIC Educational Resources Information Center

Knutson, Julie M.

2010-01-01

A grounded theory following an emerging design was completed in this study to identify the impact of program changes resulting from accreditation decisions on faculty culture in one department of a teacher preparation program at a university in the north-central area of the United States. The seven focus group participants agreed that faculty…

The Liberal Arts Department Chairs' Leadership Approach for Providing Faculty Professional Development

ERIC Educational Resources Information Center

White, Kevin C.

2017-01-01

Colleges and universities have a need to prepare faculty to educate students to be critical thinkers and well-rounded individuals. In accomplishing this goal, the undergraduate academic department chair takes on a critical role to assist with the process of faculty professional development. Currently, there is a call from different stakeholders…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Does Educational Preparation Match Professional Practice: The Case of Higher Education Policy Analysts

ERIC Educational Resources Information Center

Arellano, Eduardo C.; Martinez, Mario C.

2009-01-01

This study compares the extent to which higher education policy analysts and master's and doctoral faculty of higher education and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts matched master's faculty in three competencies while analysts and doctoral faculty matched in…

Faculty Definitions of Desirable Teacher Beliefs. Program Evaluation Series No. 17.

ERIC Educational Resources Information Center

Brousseau, Bruce; Freeman, Donald J.

This paper describes the results of a survey of teacher education faculty that was prompted by efforts to make educational beliefs an explicit component of the curricula of teacher preparation programs at Michigan State University. The analysis sought to determine: (1) the extent to which faculty agree on the ways beliefs should be shaped within a…

An Evaluation of a Training Program to Prepare Faculty for Online Instruction

ERIC Educational Resources Information Center

McGee-Swope, Kinyata

2010-01-01

The expansion of distance education makes it necessary for many faculty to take on the role of online instructor. As a result, higher education institutions face the challenge of training their faculty to make a shift from teaching in traditional to virtual environments. The Higher Learning Commission's Best Practices for Electronically Offered…

A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

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

Tottering on the Brink. The Future of Women Art Faculty in Higher Education.

ERIC Educational Resources Information Center

Packard, Sandra

Current trends and forces that may deter the future of women art faculty in higher education were examined. Women have been acquiring the necessary credentials for employment and promotion in art departments, but they are balanced between a future of full participation in academe and a decline to tokenism. Women constitute over 50 percent of the…

Faculty practice in a small liberal arts college.

PubMed

Speziale, H J

2001-01-01

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

The Context of Graduate Student Preparation in Physics: professional roles of research and teaching

NASA Astrophysics Data System (ADS)

Finkelstein, Noah

2004-05-01

This talk considers the role of graduate training from a broad perspective --- that of making professional physicists. Following Shulman's definition and characterization of 'professionals' [1], it may be observed that graduate student preparation in research follows a traditional and effective track of creating professionals. However, at the same time, other forms professional activity of physicists, notably teaching and educational practice, remain largely absent. This talk presents a model of the contextual nature of student learning that sheds light on why and how this division occurs. Given such attention to context, this talk then examines a graduate student program in physics that is designed to augment the traditional training of graduate students in order to more fully inform and prepare students for their future roles. Data are presented from a study of a local four-year implementation of the national Preparing Future Physics Faculty Program to document the structure, key features, and outcomes of the program. Results include a framework and general heuristics for successful implementation, and the impact of emphasizing education and physics education research. Among the findings, this graduate training program demonstrates one mechanism for infusing physics education research and its findings into the broader physics community. [1] Shulman. L.S., Professing the Liberal Arts, In Education and Democracy: Re-imagining Liberal Learning in America, edited by Robert Orrill. New York: College Board Publications, 1997

The Integrate Student Portal: Online Resources to Prepare Students for the Workforce of a Sustainable Future

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Manduca, C. A.; Egger, A. E.; Macdonald, H.

2014-12-01

The InTeGrate Student Portal is a suite of web pages that utilize InTeGrate resources to support student success by providing undergraduates with tools and information necessary to be proactive in their career choices and development. Drawn from various InTeGrate workshops and programming, the Portal organizes these resources to illuminate a variety of career opportunities and pathways to both traditional and non-traditional jobs that support a sustainable future. Informed from a variety of sources including employers, practitioners, faculty, students, reports, and articles, the pages explore five facets: (1) sustainability across the disciplines, (2) workforce preparation, (3) professional communication, (4) teaching and teaching careers, and (5) the future of green research and technology. The first three facets explore how sustainability is integrated across disciplines and how sustainability and 'green' jobs are available in a wide range of traditional and non-traditional workplaces within and beyond science. They provide students guidance in preparing for this sustainability workforce, including where to learn about jobs and how to pursue them, advice for strengthening their job applications, and how to build a set of skills that employers seek. This advice encompasses classroom skills as well as those acquired and strengthened as part of extracurricular or workplace experiences. The fourth facet, aimed at teaching assistants with little or no experience as well as at students who are interested in pursuing teaching as a career, provides information and resources about teaching. The fifth facet explores future directions of technology and the need for innovations in the workforce of the future to address sustainability issues. We seek your input and invite you to explore the Portal at: serc.carleton.edu/integrate/students/

Educational Transfers in Postcolonial Contexts: Preliminary Results from Comparative Research on Workers' Faculties in Vietnam, Cuba, and Mozambique

ERIC Educational Resources Information Center

Kaiser, Tim; Kriele, Tobias; Miethe, Ingrid; Piepiorka, Alexandra

2015-01-01

Worker's Faculties, which have been widespread in the Soviet Union up until 1941, combined the two goals of preparing adult workers and peasants for university entrance through the provision of general education, as well as creating a new socialist intelligentsia from among these groups. After World War II, Workers' Faculties were also established…

Academic and Librarian Faculty: Birds of a Different Feather in Compensation Policy? AIR 1992 Annual Forum Paper.

ERIC Educational Resources Information Center

Zeglen, Marie E.; Schmidt, Edward J.

A study was done of salary determinants for academic librarians in light of the increasing trend to include academic and librarian faculty in joint bargaining units for compensation. The study analyzed position, gender, faculty status, rank, tenure, experience, and academic preparation as salary determinants for 469 librarians at 25 state colleges…

Report of the Committee on the Status of Women in the Faculty of Arts and Sciences.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Faculty of Arts and Sciences.

This carefully prepared document contains seven chapters: Women at Harvard: the Present Situation in the Faculty of Arts and Sciences, Career Patterns and Academic Commitment, Women on the Faculty, Women in the Graduate School, A Note on Undergraduate Life, University Services, and a Summary of Proposals. Several of the sources for this work…

"Hold On! I'll Just Google It!": Critical Conversations Regarding Dimensions of Diversity in a School Leadership Preparation Program

ERIC Educational Resources Information Center

Boske, Christa; Elue, Chinasa

2018-01-01

This case outlines a dilemma encountered by faculty and graduate assistants in a K-12 educational administration graduate program. The case offers a detailed illustration of tensions arising when faculty were asked to increase "diversity" within their program. Faculty uncover disrupting institutional systems of domination that often play…

[A contribution to the needs assessment of faculty development measures in medical schools].

PubMed

Raupach, Tobias; Spering, Christopher; Bäumler, Christine; Burckhardt, Gerhard; Trümper, Lorenz; Pukrop, Tobias

2009-11-15

In addition to patient care and research activity, physicians working in medical school hospitals serve as teachers in undergraduate medical education. However, teaching qualifications of German university hospital physicians have not been studied in great detail. In January 2009, medical students as well as physicians involved in medical teaching at Göttingen Medical School, Germany, were invited to complete an online survey addressing their views on clinical teachers' educational skills. In addition, physicians' motivation to engage in pedagogical training was assessed. During a 12-day period, 359 students and 126 physicians involved in undergraduate medical education completed the survey. The latter did not feel well prepared for their teaching activities. At the same time, they expressed the willingness to improve their teaching skills. Students felt that, across all instructional methods, teachers would benefit from teacher training programs. In order to improve undergraduate education for future physicians, politicians and local representatives alike must set the scene for the implementation of faculty development measures in German medical schools.

Innovation in internship preparation: an operative anatomy course increases senior medical students' knowledge and confidence.

PubMed

Tocco, Nikki; Brunsvold, Melissa; Kabbani, Loay; Lin, Jules; Stansfield, Brent; Mueller, Dean; Minter, Rebecca M

2013-08-01

An operative anatomy course was developed within the construct of a surgical internship preparatory curriculum. This course provided fourth-year medical students matching into a surgical residency the opportunity to perform intern-level procedures on cadavers under the guidance of surgical faculty members. Senior medical students performed intern-level procedures on cadavers with the assistance of faculty surgeons. Students' confidence, anxiety, and procedural knowledge were evaluated both preoperatively and postoperatively. Preoperative and postoperative data were compared both collectively and based on individual procedures. Student confidence and procedural knowledge significantly increased and anxiety significantly decreased when preoperative and postoperative data were compared (P < .05). Students reported moderate to significant improvement in their ability to perform a variety of surgical tasks. The consistent improvement in confidence, knowledge, and anxiety justifies further development of an operative anatomy course, with future assessment of the impact on performance in surgical residency. Copyright © 2013 Elsevier Inc. All rights reserved.

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

PubMed Central

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

2014-01-01

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

An Exploration into Inquiry-Based Learning by a Multidisciplinary Group of Higher Education Faculty

ERIC Educational Resources Information Center

Friedman, Daniela B.; Crews, Tena B.; Caicedo, Juan M.; Besley, John C.; Weinberg, Justin; Freeman, Miriam L.

2010-01-01

This manuscript describes faculty and student experiences and future activities of a multidisciplinary group of university faculty who are implementing inquiry-based learning (IBL) in their classrooms for the first time. This opportunity to implement the IBL instructional method was provided to the faculty through a grant from the university's…

The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment

ERIC Educational Resources Information Center

Danley-Scott, Jennifer; Scott, Gray

2014-01-01

Articles on student learning outcomes assessment often treat faculty as one homogenous body. Yet the exponential growth of contingent faculty in universities and colleges has created two distinct faculty groups with varied concerns and thoughts on everything from the future of higher education to shared governance to student learning outcomes.…

The doctor of nursing practice and nursing education: highlights, potential, and promise.

PubMed

Danzey, Ida Maria; Ea, Emerson; Fitzpatrick, Joyce J; Garbutt, Susan J; Rafferty, Margaret; Zychowicz, Michael E

2011-01-01

The success of the doctor of nursing practice (DNP) programs have exceeded everyone's expectations and resulted in increased interest in doctoral education in nursing. A shortage of doctorally prepared nurse educators continues to plague the profession and has a severe impact on the ability of schools of nursing to educate future generations of nurses. As a terminal degree in nursing practice, there is little focus on DNP graduates who are prepared as educators. To remedy this deficit, this article will therefore discuss and highlight (a) the significant potential of the DNP to mitigate the current nursing faculty shortage and to close the practice-education gap, (b) the specialized role of DNP graduates as educators and leaders in nursing education, and (c) the implications of the DNP for nursing scholarship. Copyright © 2011 Elsevier Inc. All rights reserved.

The Learning Assistant Model for Science Teacher Recruitment and Preparation

NASA Astrophysics Data System (ADS)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning assistants, increased interest in K-12 teaching as a career, and increased appreciation and understanding of student-centered and inquiry-based learning. Data to support these claims will be presented. Neuschatz, M. & McFarling, M. (2003). Broadning the Base: High School Physics Education at the Turn of a New Century, AIP Report No. R-439.

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

PubMed

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

2015-06-01

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

Preparing the workforce for healthy aging programs: the Skills for Healthy Aging Resources and Programs (SHARP) model.

PubMed

Frank, Janet C; Altpeter, Mary; Damron-Rodriguez, JoAnn; Driggers, Joann; Lachenmayr, Susan; Manning, Colleen; Martinez, Dana M; Price, Rachel M; Robinson, Patricia

2014-10-01

Current public health and aging service agency personnel have little training in gerontology, and virtually no training in evidence-based health promotion and disease management programs for older adults. These programs are rapidly becoming the future of our community-based long-term care support system. The purpose of this project was to develop and test a model community college career technical education program, Skills for Healthy Aging Resources and Programs (SHARP), for undergraduate college students, current personnel in aging service and community organizations, and others interested in retraining. A multidisciplinary cross-sector team from disciplines of public health, sociology, gerontology and nursing developed four competency-based courses that focus on healthy aging, behavior change strategies, program management, an internship, and an option for leader training in the Chronic Disease Self-Management Program. To enhance implementation and fidelity, intensive faculty development training was provided to all instructors and community agency partners. Baseline and postprogram evaluation of competencies for faculty and students was conducted. Process evaluation for both groups focused on satisfaction with the curricula and suggestions for program improvement. SHARP has been piloted five times at two community colleges. Trainees (n = 113) were primarily community college students (n = 108) and current aging service personnel (n = 5). Statistically significant improvements in all competencies were found for both faculty and students. Process evaluation outcomes identified the needed logical and component adaptations to enhance the feasibility of program implementation, dissemination, and student satisfaction. The SHARP program provides a well-tested, evidence-based effective model for addressing workforce preparation in support of healthy aging service program expansion and delivery. © 2014 Society for Public Health Education.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

PubMed

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Geropsychology training in a specialist geropsychology doctoral program.

PubMed

Qualls, Sara Honn; Segal, Daniel L; Benight, Charles C; Kenny, Michael P

2005-01-01

The first PhD specialty program in Geropsychology that launched in fall, 2004 at CU-Colorado Springs is described. Consistent with a scientist-practitioner model, the curriculum sequence builds systematically from basic to complex knowledge and skills across the domains of scientific psychology, research methodology, general clinical, geropsychology science, and clinical geropsychology. Practicum experiences also build skills in core clinical competencies needed by geropsychologists, including assessment, psychotherapy, neuropsychological evaluations, caregiver consultation and counseling, health psychology, and outreach/prevention. Research mentoring prepares students with the skills needed to conduct independent research useful to the clinical practice of geropsychology. Challenges faced in the process of developing the program include the development of a training clinic, balancing specialty and generalized training, building a specialty culture while maintaining faculty integration, attracting faculty and students during a start-up phase, and defining an identity within the field. The mental health services center that was launched to meet training needs while addressing a services niche in the community contributes substantially to the essence of this program, and is described in some detail. Future opportunities and challenges include program funding, heavy demands of specialty training on top of generalist training, maintaining congruence between expectations of clinical and non-clinical faculty, providing interdisciplinary experience, and expansion of practicum opportunities.

Teaching epidemiology in the digital age: considerations for academicians and their students.

PubMed

Caron, Rosemary M

2013-09-01

The way in which we prepare future public health professionals is changing because of the digital age. Online education is expanding the accessibility of public health training to students and practitioners with diverse backgrounds. Online courses offer many advantages for students, including flexible schedules, elimination of commuting time, and fostering interactions among students and the instructor. A few disadvantages of online courses for the student can include a feeling of isolation, difficulty adjusting to the time-intensive nature, and the required self-discipline to regularly tend to online course materials that immature and working students can find challenging. For faculty who are faced with teaching epidemiology in these changing times of the traditional face-to-face classroom and the virtual classroom, the core teaching principles of this science of public health remain unchanged, yet how they are delivered in the online environment adds a layer of complexity not previously encountered. This paper presents practical considerations for faculty who will be teaching online and their students who will be learning online. In addition, a framework for an online epidemiology course is presented as a model by which faculty interested in teaching epidemiology online can modify the course structure, content, and assessment tools to fit their needs. Copyright © 2013 Elsevier Inc. All rights reserved.

Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum.

PubMed

Shanks, Ryan A; Robertson, Chuck L; Haygood, Christian S; Herdliksa, Anna M; Herdliska, Heather R; Lloyd, Steven A

2017-01-01

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model's ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads.

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

ERIC Educational Resources Information Center

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

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

Prospects for the Faculty Labor Market in the 1990s: A Clemson University Perspective.

ERIC Educational Resources Information Center

Ulbrich, Holley

Through a faculty retirement survey and a review of the literature, Clemson University, South Carolina, studied the future labor market for college faculty. The survey was administered to 1,250 faculty at the university in Fall, 1991. Fifty-six responded with data indicating that the College of Sciences, and the College of Agricultural Sciences…

What goes around comes around: improving faculty retention through more effective mentoring.

PubMed

Dunham-Taylor, Janne; Lynn, Cynthia W; Moore, Patricia; McDaniel, Staci; Walker, Jane K

2008-01-01

In the midst of a nursing faculty shortage, recruitment and retention of new faculty are of utmost importance if the country is to educate and graduate a sufficient number of nurses to fill the health care demands. The pressure of horizontal hostility combined with lack of support, guidance, and knowledge about the educational system makes the novice nurse faculty members vulnerable to burnout and early resignations. Mentorship is the single most influential way to successfully develop new nursing faculty, reaping the benefits of recruitment, retention, and long-term maturation of future nurse mentors. Mentoring is a developmental process designed to support and navigate the novice nurse educator through the tasks and experiences of nursing education. The essential elements of an effective mentorship program include the following: socialization, collaboration, operations, validation/evaluation, expectations, transformation, reputation, documentation, generation, and perfection. The mentoring process can lead to an upward spiral of success. If negative, the new faculty experience is at risk for a downward spiral. In this spiral, the final outcome will ultimately be the creation of productive faculty (and future nurse mentors), along with improved faculty group dynamics and teamwork, or just another vacant position.

Communities of Practice as Agents of Future Faculty Development

ERIC Educational Resources Information Center

Stark, Audriana M.; Smith, Gary A.

2016-01-01

The need for faculty development continues to increase despite the limited resources of many developers to serve growing demands. To address this conundrum, we explore existing literature about communities of practice (CoPs) in higher education and case studies of CoPs at our institution as an avenue to extend and supplement future professional…

iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets

ERIC Educational Resources Information Center

Rossing, Jonathan P.; Miller, Willie M.; Cecil, Amanda K.; Stamper, Suzan E.

2012-01-01

The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University--Purdue University Indianapolis (IUPUI) has…

Educational Proposals for Consideration by the Commission on the Future of the College.

ERIC Educational Resources Information Center

Johnson, Roger A.; Rock, Elizabeth J.

This document presents proposals for future change at Wellesley. Two categories of change include the faculty and administration agencies and programs of instruction. Two agencies are proposed in the faculty and administration: the committee on educational research and development and the director of educational research. Changes in the program of…

Kinesiology Faculty for the 21st Century: Steping into the Future

ERIC Educational Resources Information Center

DePauw, Karen P.

2014-01-01

Kinesiology faculty for the 21st century was one of the featured strands of the 2014 NAKHE Collaborative Congress: "STEPS into the future: Exploring opportunities and facing the challenges for the 21st century." Following a brief introduction delegates were assigned to discussion groups with conversations focused around six…

Publish or perish: writing clinical manuscripts suitable for publication.

PubMed

Batcheller, Joyce; Kirksey, Kenn M; VanDyke, Yvonne; Armstrong, Myrna L

2012-01-01

A successful hospital network and university faculty collaboration offered 21 staff nurses and nurse leaders opportunities to develop clinical manuscripts that would be suitable for publishing their innovative ideas. This process prepared them to synthesize relevant literature and develop their ideas into manuscripts. Ten nurses submitted their final manuscripts to refereed journals, and nine individuals or team members had their articles accepted. These accepted publications provided a boost to individual career development and stimulated further valuable professional dissemination goals. One major challenge was to seek further ways to find time to write while working in today's health care arena. Suggestions for future manuscript development are provided. Copyright 2012, SLACK Incorporated.

Teaching Evidence-Based Practice across Curricula-An Overview of a Professional Development Course for Occupational Therapy Educators.

PubMed

Daly, Marta M; DeAngelis, Tina M

2017-01-01

A professional development course for occupational therapy educators about teaching evidence-based practice (EBP) was developed and piloted. The course was developed to promote increased awareness of resources and methods for teaching EBP that are applicable across entry-level curricula. Participants included full-time faculty (n = 7) from one entry-level occupational therapy program in the New York City area. The results of the pilot informed refinement of the course in preparation for delivery to a wider audience of educators. This paper provides a description of the course, results of the pilot, and implications for future delivery of the course.

Use of a student support group to reduce student stress in a nurse anesthesia program.

PubMed

Kless, J R

1989-02-01

Stress in nurse anesthesia programs may be excessive at times, especially in new students. While some degree of stress is necessary to motivate learning, excessive or prolonged stress can interfere with the normal learning process, thereby prolonging a student's clinical and academic progress. In the extreme, excessive stress may even preclude a student's successful completion of the educational program. Active faculty intervention through a student support group is advocated as a method for controlling stress levels and facilitating student learning. The positive effects of such intervention also increase the overall productivity of a program and better prepare nurse anesthesia students for their future careers.

The Attitudes of the Final Students of Technical Education Faculty at Kocaeli University towards Their Faculty's Closing Down

ERIC Educational Resources Information Center

Ira, Nejat

2015-01-01

The purpose of the research is to identify the attitudes of the students at Kocaeli University towards closing down of Technical Education Faculty. These faculties were decided to be closed down in 2009. Since then, both the students and the instructors have been in ambiguity about their future careers. This situation has also affected them…

The Perceptions of Medical School Students and Faculty Toward Obesity Medicine Education: Survey and Needs Analysis

PubMed Central

Tanner, Bradley

2017-01-01

Background Recent trends in obesity show that over two-thirds of US adults are considered at least overweight (body mass index, BMI≥25 kg/m2) and of those, about one-third are categorized as obese (BMI≥30 kg/m2). Physicians can address the health impacts of obesity; yet research has suggested that physicians-in-training frequently fail to recognize obesity, are not properly educated regarding treatment options, and spend relatively little clinic time treating obesity. Medical school is a unique opportunity to address this area of need so that the doctors of tomorrow are prepared to treat obesity appropriately. Objectives The objective of this study was to determine perceptions of where clinical training for medical students on the topic of obesity and its treatment should improve and expand so that we could address the needs identified in a computerized clinical simulation. Methods We conducted a literature review, as well as a needs analysis with medical school students (N=17) and faculty (N=12). Literature review provided an overview of the current state of the field. Students provided input on their current needs, learning preferences, and opinions. Faculty provided feedback on current training and their perceptions of future needs. Results Most students were familiar with obesity medicine from various courses where obesity medicine was a subtopic, most frequently in Biochemistry or Nutrition, Endocrinology, and Wellness courses. Student knowledge about basic skills, such as measuring waist circumference, varied widely. About half of the students did not feel knowledgeable about recommending weight loss treatments. Most students did not feel prepared to provide interventions for patients in various categories of overweight/obesity, patients with psychosocial issues, obesity-related comorbidities, or failed weight loss attempts. However, most students did feel that it was their role as health professionals to provide these interventions. Faculty rated the following topics as most important to supplement the curriculum: patient-centered treatment of weight, bringing up the topic of weight, discussing weight and well-being, discussing the relationship between weight and comorbidities, and physician role with overweight or obese patients. Conclusions A review of the literature as well as surveyed medical students and faculty identified a need for supplementation of the current obesity medicine curriculum in medical schools. Specific needed topics and skills were identified. PMID:29122740

Is Embedded Librarianship Right for Your Institution?

ERIC Educational Resources Information Center

Muir, Gordon; Heller-Ross, Holly

2010-01-01

Embedded librarians, connected with students and faculty inside the classroom, lab and studio, have new opportunities for preparing students for research and for collaborating with faculty on course-integrated information literacy, research assignment design, teaching, assignment interpretation, and timely student assistance. What makes embedded…

The Complexity of Leveraging University Program Change

ERIC Educational Resources Information Center

Crow, Gary M.; Arnold, Noelle Witherspoon; Reed, Cynthia J.; Shoho, Alan R.

2012-01-01

This article identifies four elements of complexity that influence how university educational leadership programs can leverage program change: faculty reward systems, faculty governance, institutional resources, and state-level influence on leadership preparation. Following the discussion of the elements of complexity, the article provides a…

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.

Preparing for practice: Nursing intern and faculty perceptions on clinical experiences.

PubMed

AlThiga, Hanan; Mohidin, Sharifah; Park, Yoon Soo; Tekian, Ara

2017-04-01

Clinical experience and exposure to real patients are required elements of nursing education. Trainees in nursing are expected to be prepared adequately for the hard-working environment, increasing patient complexity, and higher-level competencies. This study investigates differences between nursing interns and clinical faculty on actual and perceived importance of educational preparation and development of clinical competencies, focusing on the nursing curriculum and transition to practice. A convenient sampling technique with a mixed-methods design was used to collect quantitative and qualitative data, by surveying and interviewing nursing interns and faculty members from King Abdul-Aziz University in Saudi Arabia; data collection occurred in December 2015. The survey (23 items) and focused interviews measured perceptions of clinical instruction and experience. Descriptive statistics and t-tests were used to analyze differences in mean ratings between actual and perceived importance. Themes collected from narrative interview data were summarized. Significant differences were found between nursing interns (n = 46) and faculty (n = 29) perceptions of actual clinical teaching and experiences and its importance including the clinical teaching and the development of clinical competence, p < .01. Moreover, nursing interns rated actual experiences of knowledge base and skills significantly lower than faculty perceptions, p = .001. Narrative data provided in-depth information on factors contributing and hindering the learning and teaching environment. Findings from this study call for clinical instruction and experiences to take a step further to meet current practice standards and to improve patient safety in the health professions education of nurses.

Counselor Education and Educational Administration: An Exploratory Survey of Collaboration

ERIC Educational Resources Information Center

Perusse, Rachelle; Goodnough, Gary E.; Bouknight, Tamisha

2007-01-01

One way to inform educational administration faculty and future school principals about the role of the school counselor is for counselor educators to collaborate with educational administration faculty. However, there are very few recommendations about how these faculty members might collaborate. In an exploratory national survey, counselor…

Research and Teaching: Teaching Assistant and Faculty Perceptions of Ongoing, Personalized TA Professional Development: Initial Lessons and Plans for the Future

ERIC Educational Resources Information Center

Ridgway, Judith S.; Ligocki, Isaac Y.; Horn, Jonathan D.; Szeyller, Erica; Breitenberger, Caroline A.

2017-01-01

Professional development (PD) for graduate teaching assistants (GTAs) has been repeatedly emphasized as an essential component of future faculty training. Nonetheless, attempts to integrate PD programs into graduate curriculum are met with resistance from some stakeholders. The authors investigated stakeholders' perceptions of a novel GTA PD…

Are we preparing the next generation of fisheries professionals to succeed in their careers?: A survey of AFS members

USGS Publications Warehouse

McMullin, Steve L.; DiCenzo, Vic; Essig, Ron; Bonds, Craig; DeBruyne, Robin L.; Kaemingk, Mark A.; Mather, Martha E.; Myrick, Christopher A.; Phelps, Quinton E.; Sutton, Trent M.; Triplett, James

2016-01-01

Natural resource professionals have frequently criticized universities for poorly preparing graduates to succeed in their jobs. We surveyed members of the American Fisheries Society to determine which job skills and knowledge of academic topics employers, students, and university faculty members deemed most important to early-career success of fisheries professionals. Respondents also rated proficiency of recently hired, entry-level professionals (employers) on how well their programs prepared them for career success (students and faculty) in those same job skills and academic topics. Critical thinking and written and oral communication skills topped the list of important skills and academic topics. Employers perceived recent entry-level hires to be less well-prepared to succeed in their careers than either university faculty or students. Entry-level hires with post-graduate degrees rated higher in proficiency for highly important skills and knowledge than those with bachelor's degrees. We conclude that although universities have the primary responsibility for developing critical thinking and basic communication skills of students, employers have equal or greater responsibility for enhancing skills of employees in teamwork, field techniques, and communicating with stakeholders. The American Fisheries Society can significantly contribute to the preparation of young fisheries professionals by providing opportunities for continuing education and networking with peers at professional conferences.

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

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Negotiation in academic medicine: a necessary career skill.

PubMed

Sarfaty, Suzanne; Kolb, Deborah; Barnett, Rosalind; Szalacha, Laura; Caswell, Cheryl; Inui, Thomas; Carr, Phyllis L

2007-03-01

Negotiation and its use in academic medicine have not been studied. Little is known about faculty experience with negotiation or its potential benefits for academe. Barriers to negotiation and how they can be addressed, especially for faculty without perceived skill in negotiation, are unknown. To better understand the problems that such faculty experience, we completed in-depth, individual telephone interviews of 20 academic medical faculty at 11 of the 24 medical schools in the National Faculty Survey, all of whom perceived difficulty in negotiation. Faculty were stratified by rank, gender, and degree. Semistructured interviews were audiotaped, transcribed, and analyzed by five reviewers. We explored the role of negotiation in academe, barriers to negotiation, what faculty and institutions can do to improve the use of negotiation, and possible differences in negotiation by gender. Faculty were relatively unaware of the possible uses of negotiation to advance their work in academe. Women tended to see negotiation as less important to an academic career than did their male colleagues. The perceived hierarchy and secrecy of many academic medical centers was believed to create a difficult environment for negotiation. For effective negotiation to occur, faculty stated the need to prepare, gather information, especially on compensation and resources, and to know their priorities. Preparation was particularly important for women, correlating with greater comfort with the degree of aggressiveness in the negotiation and greater self-confidence after the negotiation. These informants suggested that institutions need to provide more transparent information on salary and promotion guidelines. Further, institutions need to empower faculty with a solid understanding of institutional policy, goals, and resource needs of academic life. Many medical faculty are insufficiently aware of, or skilled in, the negotiation process and find significant barriers to negotiate in academe. Medical centers need to improve the climate for negotiation in academic medicine to maximize the potential contributions of negotiation to the institution.

Lessons Learnt From Hurricane Katrina.

NASA Astrophysics Data System (ADS)

Akundi, Murty

2008-03-01

Hurricane Katrina devastated New Orleans and its suburbs on Monday August 29^th, 2005. The previous Friday morning, August 26, the National Hurricane Center indicated that Katrina was a Category One Hurricane, which was expected to hit Florida. By Friday afternoon, it had changed its course, and neither the city nor Xavier University was prepared for this unexpected turn in the hurricane's path. The university had 6 to 7 ft of water in every building and Xavier was closed for four months. Students and university personnel that were unable to evacuate were trapped on campus and transportation out of the city became a logistical nightmare. Email and all electronic systems were unavailable for at least a month, and all cell phones with a 504 area code stopped working. For the Department, the most immediate problem was locating faculty and students. Xavier created a list of faculty and their new email addresses and began coordinating with faculty. Xavier created a web page with advice for students, and the chair of the department created a separate blog with contact information for students. The early lack of a clear method of communication made worse the confusion and dismay among the faculty on such issues as when the university would reopen, whether the faculty would be retained, whether they should seek temporary (or permanent) employment elsewhere, etc. With the vision and determination of President Dr. Francis, Xavier was able to reopen the university in January and ran a full academic year from January through August. Since Katrina, the university has asked every department and unit to prepare emergency preparedness plans. Each department has been asked to collect e-mail addresses (non-Xavier), cell phone numbers and out of town contact information. The University also established an emergency website to communicate. All faculty have been asked to prepare to teach classes electronically via Black board or the web. Questions remain about the longer term issues of the size and stability of the faculty.

Study groups: are they effective in preparing students for NCLEX-RN?

PubMed

Ashley, J; O'Neil, J

1994-10-01

The effectiveness of faculty-directed study groups as an intervention to prepare nurse candidates for NCLEX-RN was evaluated. The NCLEX-RN performance of a baccalaureate class who had participated in study groups was compared to the performance of a prior class who had not participated in study groups. Academic subgroups within the classes were compared to determine if study groups were equally effective across levels of academic achievement. The possible reasons for the significant difference in the NCLEX-RN passing rate between "at-risk" students who participated in study groups and at-risk students who did not participate in study groups are discussed. Discussion also considers possible factors influencing the generally better performance of study group participants at all academic levels. Suggestions for future intervention research direct attention to time intensity of interventions and research control through random assignments to treatment groups.

Professional Skills in the Engineering Curriculum

ERIC Educational Resources Information Center

Mohan, Ashwin; Merle, Dominike; Jackson, Christa; Lannin, John; Nair, Satish S.

2010-01-01

Faculty from the Department of Electrical and Computer Engineering and the College of Education at the University of Missouri (MU), Columbia, developed a novel course for engineering graduate students emphasizing pedagogy and professional skills. The two-semester course sequence, titled "Preparing Engineering Faculty and Professionals,"…

NASA/ASEE Summer Faculty Fellowship Program: 1988 research reports

NASA Technical Reports Server (NTRS)

Anderson, Loren A. (Editor); Armstrong, Dennis W. (Editor)

1988-01-01

This contractor's report contains all sixteen final reports prepared by the participants in the 1988 Summer Faculty Fellowship Program. Reports describe research projects on a number of topics including controlled environments, robotics, cryogenic propellant storage, polymers, hydroponic culture, adaptive servocontrol, and computer aided design

The pre-health collection within MedEdPORTAL's iCollaborative: helping faculty prepare students for the competencies in the new MCAT(2015) exam.

PubMed

Jakubowski, Henry V; Zapanta, Laura S

2013-01-01

To help faculty prepare and revise courses in all the disciplines represented in the MCAT(2015) , the American Association of Medical Colleges, through its MedEdPORTAL's iCollaborative, has established the Pre-health Collection, a repository of reviewed web resources that are openly and freely available to faculty, and indirectly through them to students. The Pre-health Collection initiative makes use of the Internet to centralize teaching resources and to help faculty at institutions with fewer available resources to incorporate high quality teaching material specifically reviewed to assist students in obtaining the required pre-health competencies. As biochemistry competencies are increasingly represented in the new exam, it is important to grow the number of quality teaching resources for biochemistry within the portal and to develop a community of users and contributors. A description of the Pre-Health Collection and mechanisms for contributions are presented. Copyright © 2013 International Union of Biochemistry and Molecular Biology, Inc.

Lateral Violence in Nursing: Implications and Strategies for Nurse Educators.

PubMed

Sanner-Stiehr, Ericka; Ward-Smith, Peggy

Lateral violence among nurses persists as a prevalent problem, contributing to psychological distress, staff turnover, and attrition. Newly graduated nurses are at particular risk for being targets of lateral violence and experiencing its negative sequelae. Preparing student nurses to respond to lateral violence prior to entering the nursing may alter this scenario. A review of the literature was conducted to determine the potential for nursing faculty to change the cycle of lateral violence. Based on this review, we recommend 3 main strategies, specifically for nursing faculty, aimed at reducing incidences of lateral violence and preparing students to manage this phenomenon. First, curricular content can address integrating lateral violence content into simulation experiences and facilitating this knowledge into clinical experiences. Second, codes of conduct should guide behaviors for both students and faculty. Finally, as role models, faculty should be aware of their own behaviors, role model respectful communication, facilitate a courteous academic environment, and develop nurses capable of identifying and appropriately responding to lateral violence. Copyright © 2016 Elsevier Inc. All rights reserved.

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

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

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

Faculty-led faculty development: evaluation and reflections on a distributed educational leadership model.

PubMed

Elzubeir, Margaret

2011-01-01

This report describes and explores the impact of a series of faculty-led faculty development programs underpinned by principles of distributed educational leadership. We aimed to prepare faculty for their roles as facilitators and assessors in a newly implemented problem-based (PBL) graduate entry medical program. We asked participants attending a series of faculty development programs to evaluate workshops attended using an in-house designed survey. Overall descriptive statistics for all workshops and qualitative feedback for PBL workshops alone were examined. It was concluded that clinical faculty who are not specialized in medical education can offer high-quality, well-accepted training for their peers. Faculty development, underpinned by a distributed leadership approach which supports learning organization tenets, imaginative, flexible and democratic approaches to developing and nurturing expertise at all levels of the organization, is likely to lead to improvements in medical education. Despite the limitations of the survey approach to evaluation of faculty development programs, the information provided is useful both as a basis for decision making and program improvement.

Changing the face of nursing faculty: minority faculty recruitment and retention.

PubMed

Stanley, Joan M; Capers, Cynthia Flynn; Berlin, Linda E

2007-01-01

Critical shortages in the nursing workforce pose life-and-death decisions for health care institutions. Similar shortages of nursing faculty, particularly nursing faculty with doctoral degrees, confront schools of nursing. Competition among health care institutions and schools of nursing for master's- and doctorally prepared nurses is fierce. Credentialed minority faculty are in even greater demand. Rising salaries and increasing opportunities outside of academia present significant barriers to schools of nursing seeking to recruit and retain minority nursing faculty. Challenges to increasing the number of minority nursing faculty surface very early in the pipeline and include competition among health professions and other disciplines for minority students. Successful long-term strategies to increase the number of minority nursing faculty must include strategies to attract higher numbers of minority students into baccalaureate, master's, and doctoral nursing programs. Several initiatives to increase minority student enrollment in the health professions are highlighted. Finally, strategies for recruiting, empowering, and retaining minority nursing faculty by schools of nursing are presented.

Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.

PubMed

Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

2014-01-01

Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.

Development and implementation of online National Board Dental Examination Review Courses.

PubMed

Gadbury-Amyot, Cynthia C; Austin, Kylie Siruta; Overman, Pamela R

2013-12-01

Failure on the National Board Dental Examination (NBDE) Parts I and II has troubling consequences for dental students, faculty members, and school administrators. Since the NBDE is a high-stakes exam for all involved, it is important to determine effective strategies to help students prepare. The purpose of this article is to describe the development and implementation of online NBDE Parts I and II Review Courses by the faculty and administration at the University of Missouri-Kansas City School of Dentistry. The courses are taught by faculty members who are content experts. By utilizing distance technology, students in any geographic location can review the material at the time, place, and pace that are most convenient. Early outcomes show that 592 students from thirty-two states have participated in the courses since they were first offered in 2010-11. In post-course evaluations, students report that participation in the courses encouraged them to spend more time preparing for the exam and that the associated PowerPoint slides/handouts provided structure for their review. The literature suggests that multiple modalities are most effective in preparing for the NBDE. These online review courses can serve as a beneficial component of a student's preparation regimen.

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.

Comparison of attitudes between Generation X and Baby Boomer veterinary faculty and residents.

PubMed

Freeman, Lisa M; Trower, Cathy A; Tan, Rachael J B; Terkla, Dawn Geronimo

2009-01-01

Understanding the characteristics and preferences of the different generations in the veterinary workforce is important if we are to help optimize current and future veterinary schools and teaching hospitals. The purpose of this study was to compare the attitudes of different generations of veterinary faculty and those of faculty and house officers. A survey administered to faculty and house officers asked respondents to identify their level of agreement with a series of statements addressing work and lifestyle issues and feedback preferences. In addition, the survey included an open-ended question on non-monetary rewards for hard work. Thirty-eight of 48 faculty members (79%) and 45 of 54 house officers (83%) completed the survey. Among faculty, there were no significant differences between the Generation X and Baby Boomer subgroups or between genders. More faculty than house officers responded that delayed gratification is acceptable (p = 0.03) and that it is difficult to balance home and work life (p < 0.001). Compared to faculty, house officers preferred more frequent (p = 0.03) and critical (p = 0.02) feedback. The most common responses to the question on effective non-monetary rewards for hard work, from both faculty and house officers, were recognition and time off. No attitudinal differences were detected between generations within the faculty group, but a number of significant differences emerged between faculty and house officers. Increased awareness of the importance of balance and rewards for hard work, as well as modification of feedback styles, may be beneficial in teaching and mentoring current and future generations.

Comparison of Attitudes between Generation X and Baby Boomer Veterinary Faculty and Residents

PubMed Central

Freeman, Lisa M.; Trower, Cathy A.; Tan, Rachael J.B.; Terkla, Dawn Geronimo

2009-01-01

Understanding the characteristics and preferences of the different generations in the veterinary workforce is important if we are to help optimize current and future veterinary schools and teaching hospitals. The purpose of this study was to compare the attitudes of different generations of veterinary faculty and those of faculty and house officers. A survey administered to faculty and house officers asked respondents to identify their level of agreement with a series of statements addressing work and lifestyle issues and feedback preferences. In addition, the survey included an open-ended question on non-monetary rewards for hard work. Thirty-eight of 48 faculty members (79%) and 45 of 54 house officers (83%) completed the survey. Among faculty, there were no significant differences between the Generation X and Baby Boomer subgroups or between genders. More faculty than house officers responded that delayed gratification is acceptable (p =0.03 and that it is difficult to balance home and work life (p < 0.001). Compared to faculty, house officers preferred more frequent (p =0.03) and critical (p = 0.02) feedback. The most common responses to the question on effective non-monetary rewards for hard work, from both faculty and house officers, were recognition and time off. No attitudinal differences were detected between generations within the faculty group, but a number of significant differences emerged between faculty and house officers. Increased awareness of the importance of balance and rewards for hard work, as well as modification of feedback styles, may be beneficial in teaching and mentoring current and future generations. PMID:19436000

Scholarship and Dental Education: New Perspectives for Clinical Faculty.

ERIC Educational Resources Information Center

Albino, Judith E.

1984-01-01

Career advancement in academic dentistry appears to demand success in teaching, scholarship, and service, but foremost in research or scholarship. As a result, many dental faculty believe they are forced to choose between providing excellent professional preparation for their students or ensuring their academic careers. (MLW)

Faculty Emeriti: Retirement Reframed

ERIC Educational Resources Information Center

Fishman, Seth Matthew

2010-01-01

With the graying of the professoriate continuing and the massive number of baby boomers entering retirement age, universities and college administrations need to adequately prepare for retirement. This is beginning to cause some staffing shortages in the faculty pipeline as well as the loss of institutional history and professional knowledge.…

Assistant Superintendent Hiring Criteria Used by Golf Course Superintendents

ERIC Educational Resources Information Center

Schlossberg, Maxim J.; Greene, Wilmot; Karnok, Keith J.

2004-01-01

Of the many opportunities available upon graduating, most turfgrass management/turfgrass science students seek assistant golf course superintendent positions. By tradition, faculty are responsible for preparing graduates to serve as capable assistant superintendents. Moreover, faculty are queried for guidance on how to best compete for these…

University of Southern California Faculty Handbook, 1974-75.

ERIC Educational Resources Information Center

University of Southern California, Los Angeles.

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

The Lab of the Future: Building Facilities that Attract Premier Faculty and Students

ERIC Educational Resources Information Center

Haley, Tim R.

2008-01-01

Does the physical environment improve an institution's recruitment efforts? More specifically, could a facility such as a laboratory of the future attract the best and the brightest students and faculty? This issue has been the subject of at least two studies--first, "How Do Students Choose a College?" in 1986 by the Carnegie Foundation for the…

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

ERIC Educational Resources Information Center

Forrest, Krista D.

2013-01-01

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

Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses

ERIC Educational Resources Information Center

Johnson, Donald M.; Edgar, Leslie D.; Cox, Casandra K.

2013-01-01

Students and faculty in a land-grant college of agriculture were surveyed to determine their perceptions of current and future Information and Communication Technology (ICT) use in undergraduate agriculture courses. There was a large, positive relationship (r = 0.83) between student and faculty perceptions of the extent to which 40 specific ICT…

Faculty Members' Understanding of Teaching Efficacy Criteria and It Relation to Their Characteristics

ERIC Educational Resources Information Center

Mehdinezhad, Vali

2012-01-01

This study, examining university teaching, is aimed to understand more about university faculty members' sense of teaching efficacy criteria, with the hope to provide insights for future strategies in faculty development training program universities and colleges. In this study, a descriptive and correlational survey is used. The population of…

Faculty Questionnaire for Future Planning: Results.

ERIC Educational Resources Information Center

Burns, James A.

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

Faculty Workload Studies: Perspectives, Needs, and Future Directions. ERIC Digest.

ERIC Educational Resources Information Center

Meyer, Katrina A.

This digest reviews the literature and discusses issues concerning college faculty workload. Trends in the United States which have created interest in faculty workload issues are identified including faltering state economies in the late 1980s and rising costs of higher education especially of personnel. Criticism of higher education by the…

The Needs of Faculty and Administrators: The Perspective of a Dean.

ERIC Educational Resources Information Center

Colaizzi, John L.

1982-01-01

Among the critical needs in pharmacy programs are: emphasis on quality of leadership, faculty, and student applicant pool; faculty research and scholarly activity; curricular balance and strength; and a suitable mix of practice sites. Colleges of pharmacy have the responsibility of ensuring the future economic viability of the profession. (MSE)

Graduate Social Work Faculty's Support for Educational Content on Women and on Sexism.

PubMed

Levin, Dana S; Woodford, Michael R; Gutiérrez, Lorraine M; Luke, Katherine P

2015-10-01

Social work faculty play an important role in preparing students to address sexism and engage in culturally competent practice with women. This study examines the nature of U.S. and Anglo-Canadian graduate social work faculty's support for content on women and on sexism. Although support appears high for both content areas, results suggest that faculty endorsement for content on women is significantly greater than that for sexism. Further, bivariate and multivariate analyses indicate that the nature of support differs for each content area. Implications for social work education are discussed.

Community, Commitment and Congruence: A Different Kind of Excellence. A Preliminary Report on "The Future of the Academic Workplace in Liberal Arts Colleges."

ERIC Educational Resources Information Center

Splete, Allen P.; And Others

A survey of faculty and selected administrators of liberal arts colleges was conducted, with the goals of achieving a greater understanding of the academic workplace for faculty in liberal arts colleges and identifying ways in which the vitality, commitment, morale, and productivity of the faculty could be enhanced. A total of 9,204 faculty in 142…

Scientists are from Mars, educators are from Venus: Relationships in the ecosystem of science teacher preparation

NASA Astrophysics Data System (ADS)

Duggan-Haas, Don Andrew

2000-10-01

Great problems exist in science teaching from kindergarten through the college level (NRC, 1996; NSF, 1996). The problem may be attributed to the failure of teachers to integrate their own understanding of science content with appropriate pedagogy (Shulman, 1986, 1987). All teachers were trained by college faculty and therefore some of the blame for these problems rests on those faculty. This dissertation presents three models for describing secondary science teacher preparation. Two Programs, Two Cultures adapts C. P. Snow's classic work (1959) to describe the work of a science teacher candidate as that of an individual who navigates between two discrete programs: one in college science and the second in teacher education. The second model, Scientists Are from Mars, Educators Are from Venus adapts the popular work of John Gray to describe the system of science teacher education as hobbled by the dysfunctional relationships among the major players and describes the teacher as progeny from this relationship. The third model, The Ecosystem of Science Teacher Preparation reveals some of the deeper complexities of science teacher education and posits that the traditional college science approach treats students as a monoculture when great diversity in fact exists. The three models are described in the context of a large Midwestern university's teacher education program as that program is construed for future biology teachers. Four undergraduate courses typically taken by future biology teachers were observed and described: an introductory biology course; an introductory teacher education course; an upper division course in biochemistry and a senior level science teaching methods course. Seven second semester seniors who were biological Science majors were interviewed. All seven students had taken all of the courses observed. An organization of scientists and educators working together to improve science teaching from kindergarten through graduate school is also described in a case study. The three models described in the dissertation build upon one another and the third model, that of the ecosystem is recognized as both the most accurate portrayal and most complex and therefore most difficult to apply. The system of science teacher preparation is in many ways a system under stress and that stress will result in system evolution. Through better understanding Complex Adaptive Systems and applying that understanding to the system of science teacher education, individuals may be able to influence the nature of system evolution.

A Production Lab the Faculty Can Call Their Own.

ERIC Educational Resources Information Center

Wilkening, Donald J.

1979-01-01

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

Current Status of Engineering Education in America

NASA Astrophysics Data System (ADS)

Barr, Ronald E.

Many faculty believe that engineering education in America is at a crossroads and much change is needed. International competition in engineering and the global economy have major potential impact on the engineering workforce of the future. We must find ways to educate U.S. engineers to be competitive and creative contributors in the worldwide arena. Recent national reports are sounding the alarm that the U.S. is losing it leadership in technology and innovation, with consequences for economic prosperity and national security. The report Rising Above the Gathering Storm discusses this dilemma in detail and offers four recommendations to U.S. policymakers. The report Educating the Engineer of 2020 discusses new ways to prepare American engineers for the 21st Century. Furthermore, changes in ABET accreditation, along with new paradigms of teaching and new technology in the classroom, are changing the scholarship of engineering education. We must find ways to promote change in engineering faculty for this new opportunity in engineering educational scholarship. Future engineering students are now in K-12, which is becoming an increasingly diverse population that in the past has not been fully represented in engineering education. Current trends show disaffection for pursuing studies in science and engineering in the youth of our U.S. society. We must find new ways to portray engineering as an exciting and rewarding career, and certainly as an educational platform for professional careers beyond the baccalaureate degree.

Faculty and Career Advising: Challenges, Opportunities, and Outcome Assessment

ERIC Educational Resources Information Center

Vespia, Kristin M.; Freis, Stephanie D.; Arrowood, Rebecca M.

2018-01-01

Psychology prioritizes students' professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to…

Diverse Teacher Candidates' Perceptions of and Recommendations for a Special Education Preparation Program

ERIC Educational Resources Information Center

Prater, Mary Anne; Cramer, Ashleigh; Wilder, Lynn K.; Carter, Nari J.

2016-01-01

As part of a four-year professional development program centered on increasing special education faculty members' cultural responsiveness, the faculty members interviewed culturally and/or linguistically diverse (CLD) teacher candidates nearing completion of the special education program at a large Western university. The interviews, which focused…

Inviting the Faculty to Prayer: A Practical Packet.

ERIC Educational Resources Information Center

Walsh, Maria Joseph

Many principals want to respond to their faculty's increasing interest in and need for meaningful community prayer. This publication was prepared for the teaching community with selections of prayer forms and programs, and plans for extending the program to spouses and family. Part 1, "Introduction," is comprised of scriptural…

Using nonfaculty registered nurses to facilitate high-fidelity human patient simulation activities.

PubMed

Foster, Janet G; Sheriff, Susan; Cheney, Susan

2008-01-01

Maximizing faculty resources using nonfaculty registered nurses to supervise high-fidelity human-patient simulation is an innovative strategy for addressing the nursing faculty shortage and preparing graduates to practice safely in hospitals. The authors describe their use of nonfaculty registered nurses and its outcomes.

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

ERIC Educational Resources Information Center

Mohr, Sandra Coswatte; Shelton, Kaye

2017-01-01

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

ISLLC/ELCC Standards Implementation: Do Educational Administration Faculty Practice What They Preach?

ERIC Educational Resources Information Center

Machado, Crystal

2012-01-01

Both the 1996 Interstate School Leadership Licensure Consortium (ISLLC) standards and the 2002 Educational Leadership Constituent Council (ELCC) standards, adopted by preparation programs nationwide have a strong emphasis on democratic ideals. By aligning their programs with these standards education administration faculty have taken a step in the…

Facilitating Student Learning in the Acute Care Setting: Nursing Faculty Perspectives

ERIC Educational Resources Information Center

Flott, Elizabeth A.

2017-01-01

Nursing education programs are experiencing many trends impacting the preparation of students including a nursing faculty shortage and a lack of quality clinical sites. In addition, literature is finding new nurse graduates unprepared when entering practice, lacking the required critical thinking, delegation, and prioritization skills necessary to…

Accreditation Surveys: Faculty & Staff and Student, Spring 2002.

ERIC Educational Resources Information Center

Meuschke, Daylene M.; Gribbons, Barry C.; Dixon, P. Scott

The Office of Institutional Development and Technology (IDT), in cooperation with regional accreditation committees, surveyed faculty and staff and a random sample of students at the College of the Canyons, California, in spring 2002. The purpose of the survey was to gather information useful to college staff in preparing their accreditation…

Preparing Educational Leaders for Rural School Districts: New Mexico's State-Wide Collaborative Approach.

ERIC Educational Resources Information Center

Milstein, Mike; And Others

Educational administration faculty from five public higher education institutions in New Mexico formed a consortium to address the need for effective educational leaders in rural school districts. Members established the New Mexico Partners for Educational Leadership (PEL), composed of faculty from the five universities, leading educational…

The Student Assistance Program: Meeting the Needs of Students in Crisis.

ERIC Educational Resources Information Center

DeJong, William; DeRicco, Beth

2003-01-01

Examines the ethical questions involved in intervening when a student has emotional difficulties. Particularly asks how adjunct faculty can be prepared to handle these situations, given their busy schedules and minimal institutional involvement. Describes the student assistance program (SAP), a committee that offers guidance to faculty and…

Faculty Handbook for Sabbaticals Abroad.

ERIC Educational Resources Information Center

Klitz, Sally Innis

Practical guidelines to help faculty members plan sabbaticals abroad are presented. It is recommended that plans be begun two years prior to the departure time in order to prepare a proposal if necessary, secure funding, and make housing and schooling arrangements for the family. Specific funding sources are identified, including U.S. federal…

Creating a Culture of Integrative Faculty Development

ERIC Educational Resources Information Center

Bloss, Adrienne; Hanstedt, Paul; Kirby, Susan

2010-01-01

In a professional setting where promotion requirements insist on the maintenance of the laser-like focus developed by graduate school training, how can one prepare faculty to teach courses that incorporate broad skills and make connections across disciplinary boundaries? This article presents one liberal arts college's answer to this question--a…

Faculty Teaching Diversity through Difficult Dialogues: Stories of Challenges and Success

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget Turner; Grays, Shaefny; Zhang, Jing Jing; Porter, Kamaria P.

2015-01-01

Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in…

Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development

ERIC Educational Resources Information Center

Childre, Amy L.; Van Rie, Ginny L.

2015-01-01

In order to promote high quality clinical experiences for teacher candidates, one of the recent changes to educator preparation accreditation standards specifically targeted clinical faculty qualifications. Qualified mentor teachers are critical clinical faculty because they serve as the model for training practices for teacher candidates, the…

Applying team-based learning in primary care residency programs to increase patient alcohol screenings and brief interventions.

PubMed

Shellenberger, Sylvia; Seale, J Paul; Harris, Dona L; Johnson, J Aaron; Dodrill, Carrie L; Velasquez, Mary M

2009-03-01

Educational research demonstrates little evidence of long-term retention from traditional lectures in residency programs. Team-based learning (TBL), an alternative, active learning technique, incites competition and generates discussion. This report presents data evaluating the ability of TBL to reinforce and enhance concepts taught during initial training in a National Institutes of Health-funded alcohol screening and brief intervention (SBI) program conducted in eight residency programs from 2005 to 2007 under the auspices of Mercer University School of Medicine. After initial training of three hours, the authors conducted three TBL booster sessions of one and a quarter hours, spaced four months apart at each site. They assessed feasibility through the amount of preparation time for faculty and staff, residents' evaluations of their training, self-reported use of SBI, residents' performance on individual quizzes compared with group quizzes, booster session evaluations, and levels of confidence in conducting SBI. After initial training and three TBL reinforcement sessions, 42 residents (63%) reported that they performed SBI and that their levels of confidence in performing interventions in their current and future practices was moderately high. Participants preferred TBL formats over lectures. Group performance was superior to individual performance on initial assessments. When invited to select a model for conducting SBI in current and future practices, all residents opted for procedures that included clinician involvement. Faculty found TBL to be efficient but labor-intensive for training large groups. TBL was well received by residents and helped maintain a newly learned clinical skill. Future research should compare TBL to other learning methods.

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

ERIC Educational Resources Information Center

Beavers, Gregory S.

2010-01-01

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

Effective Preparation Program Features: A Literature Review

ERIC Educational Resources Information Center

Crow, Gary M.; Whiteman, Rodney S.

2016-01-01

This article is a summary of a report prepared for the University Council for Educational Administration Program Improvement Project for the Wallace Foundation. This explores the research base for educational leadership preparation programs, specifically examining literature on program features. The review covers context, candidates, faculty,…

Graduate Automotive Technology Education (GATE) Center

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

Jeffrey Hodgson; David Irick

2005-09-30

The Graduate Automotive Technology Education (GATE) Center at the University of Tennessee, Knoxville has completed its sixth year of operation. During this period the Center has involved thirteen GATE Fellows and ten GATE Research Assistants in preparing them to contribute to advanced automotive technologies in the center's focus area: hybrid drive trains and control systems. Eighteen GATE students have graduated, and three have completed their course work requirements. Nine faculty members from three departments in the College of Engineering have been involved in the GATE Center. In addition to the impact that the Center has had on the students andmore » faculty involved, the presence of the center has led to the acquisition of resources that probably would not have been obtained if the GATE Center had not existed. Significant industry interaction such as internships, equipment donations, and support for GATE students has been realized. The value of the total resources brought to the university (including related research contracts) exceeds $4,000,000. Problem areas are discussed in the hope that future activities may benefit from the operation of the current program.« less

Integration of a NASA faculty fellowship project within an undergraduate engineering capstone design class

NASA Astrophysics Data System (ADS)

Carmen, C.

2012-11-01

The United States (US) National Aeronautics and Space Administration (NASA) Exploration Systems Mission Directorate (ESMD) provides university faculty fellowships that prepare the faculty to implement engineering design class projects that possess the potential to contribute to NASA ESMD objectives. The goal of the ESMD is to develop new capabilities, support technologies and research that will enable sustained and affordable human and robotic space exploration. In order to create a workforce that will have the desire and skills necessary to achieve these goals, the NASA ESMD faculty fellowship program enables university faculty to work on specific projects at a NASA field center and then implement the project within their capstone engineering design class. This allows the senior - or final year - undergraduate engineering design students, the opportunity to develop critical design experience using methods and design tools specified within NASA's Systems Engineering (SE) Handbook. The faculty fellowship projects focus upon four specific areas critical to the future of space exploration: spacecraft, propulsion, lunar and planetary surface systems and ground operations. As the result of a 2010 fellowship, whereby faculty research was conducted at Marshall Space Flight Center (MSFC) in Huntsville, Alabama (AL), senior design students in the Mechanical and Aerospace Engineering (MAE) department at the University of Alabama in Huntsville (UAH) had the opportunity to complete senior design projects that pertained to current work conducted to support ESMD objectives. Specifically, the UAH MAE students utilized X-TOOLSS (eXploration Toolset for the Optimization Of Launch and Space Systems), an Evolutionary Computing (EC) design optimization software, as well as design, analyze, fabricate and test a lunar regolith burrowing device - referred to as the Lunar Wormbot (LW) - that is aimed at exploring and retrieving samples of lunar regolith. These two projects were implemented during the 2010-2011 academic year at UAH and have proven to significantly motivate and enhance the students understanding of the design, development and optimization of space systems. The current paper provides an overview of the NASA ESMD faculty fellowship program, the 2010 fellowship projects, a detailed description of the means of integrating the X-TOOLSS and LW projects within the UAH MAE senior design class, the MAE student design project results, as well as the learning outcome and impact of the ESMD project had upon the engineering students.

Teaching and Research at Undergraduate Institutions

NASA Astrophysics Data System (ADS)

Garg, Shila

2006-03-01

My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum†

PubMed Central

Shanks, Ryan A.; Robertson, Chuck L.; Haygood, Christian S.; Herdliksa, Anna M.; Herdliska, Heather R.; Lloyd, Steven A.

2017-01-01

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model’s ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads. PMID:28904647

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

PubMed

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

2013-07-01

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

Full-Time Non-Tenure-Track Faculty: Current Status, Future Prospects, Remaining Research Questions. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Chronister, Jay L.; And Others

This study used available data to develop an initial profile of non-tenure-track (NTT) faculty in comparison to their non-tenured but tenure track (TT) counterparts and to develop questions to guide future study of this group. Using data from a 1989 survey of the professorate conducted by the Carnegie Foundation for the Advancement of Teaching,…

Teaching-as-Research Internships: A Model for the Development of Future Chemistry Faculty and the Improvement of Teaching in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Gillian-Daniel, Donald L.; Walz, Kenneth A.

2016-01-01

Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed…

What Can Happen When Business and Language Faculty Cooperate across an Ocean?

ERIC Educational Resources Information Center

Bryant, Michael; Karney, Dennis; Vigier, Mary

2010-01-01

Management schools are expected to educate future professionals with the necessary skills to operate successfully in a global business environment. In this paper, the authors analyze and reflect on an experiment in interdisciplinary cooperation undertaken by business faculty at a US university and language faculty at a French School of Management.…

A Prestudy Curricula-as-Research Model for Scholarship of Engagement: Combining Continuous Service with Discontinuous Learning

ERIC Educational Resources Information Center

Steiner, Sherrie

2017-01-01

Restructuring changes in higher education may be affecting how faculty conduct the scholarship of engagement. As faculty increasingly face uncertain futures, the limits of service-learning need to be better understood in order to maximize the pedagogical possibilities. One way of exploring limitations is to focus on sustainable faculty-community…

Faculty Workload Studies: Perspectives, Needs, and Future Directions. ASHE-ERIC Higher Education Report, Vol. 26, No. 1.

ERIC Educational Resources Information Center

Meyer, Katrina A.

This report reviews the literature and discusses issues concerning college faculty workload and productivity. Section 1 reviews the situation in the United States, noting increased interest in faculty workload issues as a result of population pressures, faltering economies, and the rising costs of higher education, especially of personnel. Section…

School Psychology Trainer Shortage in the USA: Current Status and Projections for the Future

ERIC Educational Resources Information Center

Clopton, Kerri L.; Haselhuhn, Charlotte W.

2009-01-01

This study documents the number of school psychology faculty openings, reasons for resignations and the outcome of faculty searches in the United States for three consecutive academic years beginning in 2004. School psychology program training directors in the United States were surveyed about program faculty needs, including resignations and the…

Evaluating the Impact of a Faculty Learning Community on STEM Teaching and Learning

ERIC Educational Resources Information Center

Smith, Tori Rhoulac; McGowan, Jill; Allen, Andrea R.; Johnson, Wayne David, II; Dickson, Leon A., Jr.; Najee-ullah, Muslimah Ali; Peters, Monique

2008-01-01

The faculty learning community project at Howard University involved a diverse group of men and women, tenured, tenure-track, and future faculty across science, technology, engineering, and mathematics (STEM) disciplines. The purpose of the group was to engage in the scholarship of teaching and learning by learning about teaching, reflecting on…

Preparing Educators to Partner with Families

ERIC Educational Resources Information Center

Miller, Gloria E.; Lines, Cathy; Sullivan, Erin; Hermanutz, Kirsten

2013-01-01

The present study focuses on current efforts underway in one western US state to prepare educators' for meaningful participation with families. Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel were asked to complete an online survey…

A Paradigm Shift From Brick and Mortar: Full-Time Nursing Faculty Off Campus.

PubMed

Beck, Marlene; Bradley, Holly B; Cook, Linda L; Leasca, Joslin B; Lampley, Tammy; Gatti-Petito, JoAnne

The organizational structure for the Master of Science in Nursing's online program at Sacred Heart University offers a remarkably different innovative faculty model. Full-time, doctorally prepared faculty reside in several different states and teach online but are fully integrated and immersed in all aspects of the college of nursing. This untraditional model, which has proven to be successful over time using best practices for online education, is replicable and offers an innovative option for online learning.

Educational Background and Academic Rank of Faculty Members within US Schools of Pharmacy.

PubMed

Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L

2016-05-25

Objective. To characterize the educational background and academic rank of faculty members in US schools of pharmacy, estimate the extent to which they are employed by institutions where they received previous training, and determine whether differences in degree origin and rank exist between faculty members in established (≤1995) vs newer programs. Methods. A cross-sectional study was conducted using the American Association of Colleges of Pharmacy (AACP) faculty database and demographic information from the public domain. Results. Among 5516 faculty members, 50.3% held two or more types of degrees. Established schools had a higher median number of faculty members and a higher mean faculty rank than did newer schools. Conclusion. The difference in mean faculty rank highlights the shortage of experienced faculty members in newer schools. Future research efforts should investigate educational attainment in correlation to other faculty and school characteristics and prospectively track and report trends related to pharmacy faculty members composition.

Peer Review: Structured, Informal, Confidential, Helpful!

ERIC Educational Resources Information Center

Cassidy, Alice; Lee, Jack

2011-01-01

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

Computer Literacy Project. A General Orientation in Basic Computer Concepts and Applications.

ERIC Educational Resources Information Center

Murray, David R.

This paper proposes a two-part, basic computer literacy program for university faculty, staff, and students with no prior exposure to computers. The program described would introduce basic computer concepts and computing center service programs and resources; provide fundamental preparation for other computer courses; and orient faculty towards…

Determining Data Information Literacy Needs: A Study of Students and Research Faculty

ERIC Educational Resources Information Center

Carlson, Jacob; Fosmire, Michael; Miller, C. C.; Nelson, Megan Sapp

2011-01-01

Researchers increasingly need to integrate the disposition, management, and curation of their data into their current workflows. However, it is not yet clear to what extent faculty and students are sufficiently prepared to take on these responsibilities. This paper articulates the need for a data information literacy program (DIL) to prepare…

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

ERIC Educational Resources Information Center

Tucker, Charles

2013-01-01

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

The Essence of Teacher Leadership: A Phenomenological Inquiry of Professional Growth

ERIC Educational Resources Information Center

Lowery-Moore, Hollis; Latimer, Robin M.; Villate, Vanessa M.

2016-01-01

Teacher leadership is a key to school reform (Fullan, 2005), yet it is not a widely practiced educational application (Crowther, 2009). Collay (2006) called for education faculty to assist teachers in developing powerful professional identities, but in order for university faculty to become partners in preparing teacher leaders, programs must…

Teaching and Leading for Human Flourishing: Creating a Liberal Arts Framework for Teacher Preparation

ERIC Educational Resources Information Center

Lederhouse, Jillian N.

2014-01-01

To satisfy the ongoing demands of external communities, education faculty at liberal arts colleges often make curricular and instructional compromises within their programs which can adversely affect the developmental goals of liberal education. This article highlights several of the complex tensions faculty members face in offering their…

Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform: When Will We Learn?

ERIC Educational Resources Information Center

Yendol-Hoppey, Diane; Hoppey, David; Morewood, Aimee; Hayes, Sharon B.; Graham, Meadow Sherrill

2013-01-01

Background/Context: Teacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The…

The Vernier System at the Faculty of Aeronautics

ERIC Educational Resources Information Center

Budajová, Kristína; Komová, Eva; Berežný, Štefan; Glaser-Opitz, Henrich

2017-01-01

This article describes an educational challenge which was prepared for students at the faculty of Aeronautics, Technical University of Košice. Our goal is to improve the methods of the practical training by introducing modern automation and information technologies to the experiments and to the processing of acquired data. We have updated our…

Assessing Preservice Teachers' Dispositions: A Critical Dimension of Professional Preparation

ERIC Educational Resources Information Center

Rike, Cheryl J.; Sharp, L. Kathryn

2008-01-01

The early childhood faculty at the University of Memphis developed the Early Childhood Education Behaviors & Dispositions Checklist for four main purposes: (1) The faculty needed a way to clearly communicate to students the expectations for their dispositions and the means of assessment; (2) It is a professional obligation in preservice…

Teaching Sustainability in an Accounting Classroom

ERIC Educational Resources Information Center

Creel, Timothy; Paz, Veronica

2018-01-01

Sustainability has become an important issue in the world today for both business and society. As accounting faculty members, it is important that we add aspects of sustainability into accounting classrooms to help prepare students for what they will see in the workplace. The article aims to discuss areas for faculty to share with students the…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

A Profile of Faculty Leadership Behavior at One South Texas Community College

ERIC Educational Resources Information Center

Solis, Federico; Kupczynski, Lori; Mundy, Marie-Anne

2011-01-01

Literature lacks documentation on the leadership characteristics of public community college faculty. As higher education institutions begin to prepare for what appears to be a current leadership retirement wave, it is important for community colleges to begin searching for replacements. The research was conducted to explore self-perceived…

Targeting Change: Assessing a Faculty Learning Community Focused on Increasing Statistics Content in Life Science Curricula

ERIC Educational Resources Information Center

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

2016-01-01

Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate…

Sparking Conversations about Graduate Programs in Geoscience Education Research

ERIC Educational Resources Information Center

McNeal, Karen S.; Petcovic, Heather L.

2017-01-01

The calls for a college-educated science and technology workforce, as well as a scientifically literate citizenry, have led to a demand for higher education faculty prepared in discipline-based education research (DBER). These faculty members conduct research on teaching and learning in the context of a specific discipline, including the…

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,…

Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue

ERIC Educational Resources Information Center

Agosto, Vonzell; Karanxha, Zorka; Bellara, Aarti

2015-01-01

The purpose of this article is to illustrate how institutional racism is mediated by faculty negotiating power and privilege in the selection of Black (African American) women into an educational leadership preparation program. Critical race theory (CRT) praxis is used to analyze the faculty dynamics in the candidate selection process situated in…

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

ERIC Educational Resources Information Center

Hackmann, Donald G.; McCarthy, Martha M.

2011-01-01

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

Ghana Fiasco Shows Risks of Faculty-Led Study Trips

ERIC Educational Resources Information Center

Fischer, Karin

2007-01-01

This article illustrates the importance of preparation for professors who take students overseas. A University of Washington study-abroad program in Ghana that was cut short last summer after the medical evacuation of half of its participants highlights the potential hazards associated with programs led by individual faculty members who may lack…

Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

ERIC Educational Resources Information Center

Mourlam, Daniel

2017-01-01

As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their instruction. This has been especially true in teacher education programs where standalone educational technology courses have been eliminated in favor of an…

NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Armstrong, Dennis W. (Editor)

1989-01-01

The contractor's report contains all sixteen final reports prepared by the participants in the 1989 Summer Faculty Fellowship Program. Reports describe research projects on a number of different topics. Interface software, metal corrosion, rocket triggering lightning, automatic drawing, 60-Hertz power, carotid-cardiac baroreflex, acoustic fields, robotics, AI, CAD/CAE, cryogenics, titanium, and flow measurement are discussed.

The Challenge of Developing Faculty to Teach Leadership as a Secondary Discipline

ERIC Educational Resources Information Center

Pennington Weeks, Penny; Weeks, William G.; Barbuto, John E., Jr.; Langone, Christine A.

2009-01-01

In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty…

Exploring Outcomes Two Years after an International Faculty Abroad Experience

ERIC Educational Resources Information Center

Roberts, T. Grady; Rodriguez, Mary T.; Gouldthorpe, Jessica L.; Stedman, Nicole L. P.; Harder, Amy; Hartmann, Marta

2016-01-01

The National Research Council (2009) emphasized the importance of enhancing the undergraduate experience to better prepare graduates to work in a global economy. The NRC went further to suggest college faculty might need professional development to make appropriate changes. In 2010, as a part of a USDA Higher Education Challenge Grant, eight…

The Investigation of Faculty Training Needs for Instructing Adult Nonstandard English Speakers

ERIC Educational Resources Information Center

Gouveia-Whitehead, Maureen M.

2013-01-01

This qualitative phenomenological study explored and describes the lived experiences of faulty members who instruct and prepare adult nonstandard English-speaking students while employed at a technical education institution in the Southeast. Ten faculty members (5 males and 5 females) participated in sharing his or her perception (through…

Cultivating the Next Generation of Academic Leaders: Implications for Administrators and Faculty

ERIC Educational Resources Information Center

DeZure, Deborah; Shaw, Allyn; Rojewski, Julie

2014-01-01

With many baby boomers preparing to retire, higher education is facing an anticipated shortage of academic administrators. Compounding this challenge, many mid-career faculty are reluctant to fill these important positions, concerned that academic leadership is incompatible with work-life balance, that it detracts from their commitments to…

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

PubMed

Blondy, Laurie C

2011-03-01

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

Merging Expertise: Preparing Collaborative Educators

ERIC Educational Resources Information Center

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

2015-01-01

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

Innovation and the Evolving System of U.S. Teacher Preparation

ERIC Educational Resources Information Center

Wilson, Suzanne M.

2014-01-01

A longstanding tradition criticizes education schools for their presumed vapid curriculum, out-of-touch faculty, irrelevance, and suffocating ideology. What is different at present is the enthusiasm for alternatives to university-based teacher preparation, as well as the increasing interest in holding teacher preparation programs accountable. I…

Job satisfaction and professional development of health information administration faculty.

PubMed

White, A W

2000-01-01

To provide seamless care for patients while the health care industry undergoes changes, an integrated health information system must be developed. This effort affects the roles and responsibilities of practitioners and educators in health information administration (HIA). The changes may affect job satisfaction of HIA educators as they prepare entry-level practitioners for emerging roles. A national survey of HIA faculty's job satisfaction used the JDI/JIG scales and a researcher-developed instrument. The survey asked what job, institutional, and individual factors were significantly related to overall job satisfaction, whether there is a relationship between organizational fit and overall job satisfaction, and whether HIA faculty were pursuing terminal degrees, and what incentives and impediments they found to do so. Response rate was 78%. These faculty were very satisfied with their jobs. Work, pay, supervision, and co-workers were significantly related to overall job satisfaction, with work and supervision accounting for 47% of the variance. Doctorally prepared faculty valued research more than did others, and tended to be in institutions perceived to value research. Although 79% reported that their institutions encouraged them to pursue advanced degrees, only 23.6% were pursuing doctorates. These findings may be useful in recruiting HIA practitioners into academia as well as for accreditation purposes.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Employment Practices in Academe. Current Issues in Higher Education No. 4, 1979.

ERIC Educational Resources Information Center

American Association for Higher Education, Washington, DC.

The future of affirmative action in higher education is considered in three papers. In "Age, Sex and Ethnic Trade-Offs in Faculty Employment: You Can't Have Your Cake and Eat It Too," Robert H. Linnell examines faculty employment forecasts and factors that could increase faculty openings. It is suggested that it is not possible to support a…

I Can Start that "JME" Manuscript Next Week, Can't I? The Task Characteristics Behind Why Faculty Procrastinate

ERIC Educational Resources Information Center

Ackerman, David S.; Gross, Barbara L.

2007-01-01

Procrastination can be a crucial factor inhibiting faculty success. Many important tasks, especially publications for promotion or tenure, are typically associated with deadlines that are far in the future. As a result, time management skills can make or break the success of new faculty. This study examines task characteristics of procrastination…

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

An exploration of contextual dimensions impacting goals of care conversations in postgraduate medical education.

PubMed

Roze des Ordons, Amanda L; Lockyer, Jocelyn; Hartwick, Michael; Sarti, Aimee; Ajjawi, Rola

2016-03-21

Postgraduate medical trainees are not well prepared difficult conversations about goals of care with patients and families in the acute care clinical setting. While contextual nuances within the workplace can impact communication, research to date has largely focused on individual communication skills. Our objective was to explore contextual factors that influence conversations between trainees and patients/families about goals of care in the acute care setting. We conducted an exploratory qualitative study involving five focus groups with Internal Medicine trainees (n = 20) and a series of interviews with clinical faculty (n = 11) within a single Canadian centre. Thematic framework analysis was applied to categorize the data and identify themes and subthemes. Challenges and factors enabling goals of care conversations emerged within individual, interpersonal and system dimensions. Challenges included inadequate preparation for these conversations, disconnection between trainees, faculty and patients, policies around documentation, the structure of postgraduate medical education, and resource limitations; these challenges led to missed opportunities, uncertainty and emotional distress. Enabling factors were awareness of the importance of goals of care conversations, support in these discussions, collaboration with colleagues, and educational initiatives enabling skill development; these factors have resulted in learning, appreciation, and an established foundation for future educational initiatives. Contextual factors impact how postgraduate medical trainees communicate with patients/families about goals of care. Attention to individual, interpersonal and system-related factors will be important in designing educational programs that help trainees develop the capacities needed for challenging conversations.

2002 NASA Faculty Fellowship Program at Glenn Research Center

NASA Technical Reports Server (NTRS)

Prahl, Joseph M.; Heyward, Ann O.; Montegani, Francis J.

2003-01-01

While several objectives are served with this program, the central mechanism involved is the conduct of research assignments by faculty in direct support of NASA programs. In general, the results of the research will be assimilated by NASA program managers into an overall effort and will ultimately find their way into the literature. Occasionally, specific assignments result directly in reports for publication or conference presentation. Taken as a body, the assignments represent a large intellectual contribution by the academic community to NASA programs. It is appropriate therefore to summarize the research that was accomplished. The remainder of this report consists of research summaries arranged alphabetically by participant name. For each summary, the faculty fellow is briefly identified and the assignment prepared by the GRC host organization is given. This is followed by a brief narrative, prepared by the fellow, of the research performed. Narratives provided by the accompanying students immediately follow the narratives of their professors.

Bridges to the Doctorate: mentored transition to successful completion of doctoral study for underrepresented minorities in nursing science.

PubMed

Kim, Mi Ja; Holm, Karyn; Gerard, Peggy; McElmurry, Beverly; Foreman, Mark; Poslusny, Susan; Dallas, Constance

2009-01-01

Nursing has a shortage of doctorally-prepared underrepresented minority (URM) scientists/faculty. We describe a five-year University of Illinois at Chicago (UIC) Bridges program for URM master's students' transition to doctoral study and factors in retention/graduation from the PhD program. Four master' students from two partner schools were recruited/appointed per year and assigned UIC faculty advisors. They completed 10 UIC credits during master's study and were mentored by Bridges faculty. Administrative and financial support was provided during transition and doctoral study. Partner schools' faculty formed research dyads with UIC faculty. Seventeen Bridges students were appointed to the Bridges program: 12 were admitted to the UIC PhD program since 2004 and one graduated in 2007. Eight Bridges faculty research dyads published 5 articles and submitted 1 NIH R03 application. Mentored transition from master's through doctoral program completion and administrative/financial support for students were key factors in program success. Faculty research dyads enhanced the research climate in partner schools.

Be Explicit: Geoscience Program Design to Prepare the Next Generation of Geoscientists

NASA Astrophysics Data System (ADS)

Mogk, D. W.

2015-12-01

The work of geoscientists is to engage inquiry, discovery and exploration of Earth history and processes, and increasingly, to apply this knowledge to the "grand challenges" that face humanity. Geoscience as a discipline is confronted with an incomplete geologic record, observations or data that are often ambiguous or uncertain, and a need to grasp abstract concepts such as temporal reasoning ('deep time'), spatial reasoning over many orders of magnitude, and complex system behavior. These factors provide challenges, and also opportunities, for training future geoscientists. Beyond disciplinary knowledge, it is also important to provide opportunities for students to engage the community of practice and demonstrate how to "be" a geoscientist. Inculcation of geoscience "ways of knowing" is a collective responsibility for geoscientists (teaching faculty and other professionals), at all instructional levels, in all geoscience disciplines, and for all students. A whole-student approach is recommended. Geoscience programs can be designed to focus on student success by explictly: 1) defining programmatic student learning outcomes , 2) embedding assessments throughout the program to demonstrate mastery, 3) aligning course sequences to reinforce and anticipate essential concepts/skills, 4) preparing students to be life-long learners; 5) assigning responsibilities to courses/faculty to ensure these goals have been met; 6) providing opportunities for students to "do" geoscience (research experiences), and 7) modeling professional behaviors in class, field, labs, and informal settings. Extracurricular departmental activities also contribute to student development such as journal clubs, colloquia, field trips, and internships. Successful design of geoscience department programs is informed by: the AGI Workforce program and Summit on the Future of Geoscience Education that define pathways for becoming a successful geoscientist; training in Geoethics; Geoscience Education Research; and the NAGT Building Strong Departments program that has developed extensive web-based resources using the "matrix approach" http://nagt.org/nagt/profdev/twp/trav_departments.html. Geoscience departments should commit to producing great Science and great Scientists.

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.

A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College

ERIC Educational Resources Information Center

Kelleher, Sheri E.

2016-01-01

This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring…

The Mentoring and Induction of Educators of Color: Addressing the Impostor Syndrome in Academe

ERIC Educational Resources Information Center

Dancy, T. Elon, II; Brown, M. Christopher, II

2011-01-01

The professional development, mentoring, and induction of faculty of color are critical, given that they prepare education leaders and workers across educational contexts. In this article, we juxtapose the unique experiences of faculty of color with a critical review of impostor syndrome and other psychosocial stress disorders, as these phenomena…

Moving from Bureaucracy to Empowerment: Shifting Paradigms To Practice What We Preach in Class.

ERIC Educational Resources Information Center

Luechauer, David L.; Shulman, Gary M.

The empowerment paradigm with roots in the literature of education and management (both applied and theoretical) can guide faculty to help prepare students to make the transition from the classroom to the boardroom. While numerous faculty leaders have joined corporate leaders in espousing the virtues of empowerment, most classes in business…

Formation of a Virtual Professional Learning Community in a Combined Local and Distance Doctoral Cohort

ERIC Educational Resources Information Center

Ford, Lance; Branch, Gracie; Moore, George

2008-01-01

A phenomenological study was conducted with a group of doctoral students preparing to be technology leaders. Students and faculty participated in weekend-intensive course work in which the faculty and some students attended classes on campus, and another group of students attended classes through distance technologies. Using some of these very…

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

ERIC Educational Resources Information Center

Tucker, S. A.; And Others

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

Using Technology in Teacher Preparation: Two Mature Teacher Educators Negotiate the Steep Learning Curve

ERIC Educational Resources Information Center

Monroe, Eula; Tolman, Marvin

2004-01-01

This paper chronicles the ventures of two mature faculty members who continue to negotiate their own steep learning curves in helping teacher education students use current technology. It describes the scaffolding provided within the university setting for the faculty members' growth. Included are elements supported by a PT3 grant that have…

Enrollment, Engagement, and Satisfaction in the BlendKit Faculty Development Open, Online Course

ERIC Educational Resources Information Center

Moskal, Patsy; Thompson, Kelvin; Futch, Linda

2015-01-01

BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of…

Calculus Expectations: Comparisons by High School and College Faculty of What Constitutes Adequate Preparation

ERIC Educational Resources Information Center

Stroumbakis, Konstantinos

2010-01-01

Completion of higher level high school mathematics courses need not translate to success in introductory college level mathematics courses, which, in turn, may contribute to attrition from STEM programs. High school and college faculty rated online survey items, corresponding to content and pedagogy, with respect to importance for success in…

Competing Discourses of Academic Spanish in the Texas-Mexico Borderlands

ERIC Educational Resources Information Center

Guerrero, Michael D.; Guerrero, Maria Consuelo

2017-01-01

In this descriptive study the efforts of a faculty to prepare a cohort of pre-service bilingual education teachers to pass a newly adopted state certification test of academic Spanish are presented. The faculty's efforts were aimed at offsetting a low pass rate on this test, but unfortunately efforts fell short. To unpack this outcome, the authors…

Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula

ERIC Educational Resources Information Center

Navarro, Maria; Foutz, Timothy; Thompson, Sidney; Singer, Kerri Patrick

2016-01-01

The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the…

An Examination of Leadership Readiness and Empowerment among Full-Time Nursing Faculty

ERIC Educational Resources Information Center

Bilder, Loretta Lynn

2014-01-01

Leadership skills in faculty and administrators are vital given the complex challenges faced in higher education, yet little is known about how best to prepare for a leadership role. According to the literature in other disciplines, empowerment can be identified as a primary antecedent to leadership readiness. Empowerment has been studied related…

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…

Graduates' and Faculty's Perceptions of an Urban Community College-Based Early College High School Program

ERIC Educational Resources Information Center

Harper, Debra J.

2012-01-01

One program designed to prepare first-generation, low-income, and underrepresented students to transition from high school to college are early college high school programs which allow qualified students to simultaneously obtain high school diplomas and associate's degrees. However, little is known about how students and faculty perceive such…

Baccalaureate Nursing Faculty Competencies and Teaching Strategies to Enhance the Care of the Veteran Population: Perspectives of Veteran Affairs Nursing Academy (VANA) Faculty.

PubMed

Carlson, Judy

2016-01-01

It is critical that faculty competencies, teaching strategies, and the essential knowledge relating to the care of our veterans be delineated and taught to health care professionals in order for our Veterans to receive optimal care. The purpose of this qualitative study was to ascertain from nursing faculty members who have worked extensively with veterans, the necessary faculty competencies, essential knowledge, and teaching strategies needed to prepare baccalaureate level nurses to provide individualized, quality, and holistic care to veterans. Six Veteran Affairs Nursing Academy faculty members participated in two 2-hour focus group sessions. There were a total of 12 multidimensional major concepts identified: 5 faculty competencies, 4 essential knowledge areas, and 3 teaching strategies specifically related to veteran care. The information generated can be used for faculty, staff, and or nurse development. Having a comprehensive understanding of veteran health care needs enable effective patient-centered care delivery to veterans, which is the gold standard in health care our veterans deserve. Published by Elsevier Inc.

The Ethics of Teaching

ERIC Educational Resources Information Center

Cox, Richard J.

2016-01-01

Ask any tenure-stream or tenured faculty member about how well prepared he or she was for entering the academy, and you will get a clear sense of a lack of preparation. One estimate is that only about 50 percent received any training for university teaching. To compound the problem, universities prepare most doctoral students to become…

The Impact of Preparing Faculty in the Effective Use of Student Teams

ERIC Educational Resources Information Center

Burbach, Mark E.; Matkin, Gina S.; Gambrell, Kem M.; Harding, Heath E.

2010-01-01

Companies increasingly rely on teams to improve productivity, and consequently employers expect colleges and universities to prepare graduates to effectively work in teams. To help with this need, instructors must be equipped to prepare students to fully capitalize on the power of teamwork. This study examines the effect of college instructor…

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

PubMed

Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure include 1) providing tenure-track faculty with written guidelines at the time of hiring; 2) ensuring that student ratings tools are reliable and valid; 3) carefully mentoring new faculty within the departmental and institutional culture; and 4) encouraging self-reflection and documentation of attempts to address pedagogical issues in one's own teaching. Educational leaders in doctoral/research universities should promote changes to enhance teaching performance of future faculty graduating from their institutions. Copyright (c) 2010 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Design and Implementation of an International Nurse Faculty Partnership.

PubMed

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

2016-01-01

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

Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student- Centered Pedagogy on Undergraduate Students

NASA Astrophysics Data System (ADS)

Gaskins, Whitney

Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the College of Engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. This study developed a "preparing the future" faculty program that gave graduate students at the University of Cincinnati a unique training experience that helped them understand the students they will educate. They received educational training, developed from a future educator's curriculum that covered classroom management, standards, and pedagogy. Graduate students who participated in the training program reported increases in self-efficacy and student understanding. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.

PubMed

Haines, Seena L; Summa, Maria A; Peeters, Michael J; Dy-Boarman, Eliza A; Boyle, Jaclyn A; Clifford, Kalin M; Willson, Megan N

2017-09-01

The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy. Published by Elsevier Inc.

Expert to novice: clinicians learning new roles as clinical nurse educators.

PubMed

Cangelosi, Pamela R; Crocker, Susan; Sorrell, Jeanne M

2009-01-01

The nursing shortage presents a challenge for both nursing education programs and clinical agencies to identify creative options for increasing the supply of nurse educators, especially those who can teach vital clinical skills to future nurses. Some clinicians have voiced that they would enjoy having opportunities to share their clinical expertise through teaching, but they lack preparation for this new role. Through written narratives of nurses enrolled in a Clinical Nurse Educator Academy, this study explored the research question: How can narratives of clinicians participating in a Clinical Nurse Educator Academy enhance understanding of the unique perspectives of these individuals as they prepare for roles as clinical nurse educators? Data consisted of 135 reflective narratives from 45 participants and were analyzed using van Manen's approach to human science research. One overarching pattern, "The Phenomenon of Learning to Teach:" and three themes,"Buckle Your Seatbelt," "Embracing the Novice," and "Mentoring in the Dark," emerged from the data. Implications for faculty and further research are offered.

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

PubMed

Joshi, S; Pradhan, A; Dixit, H

2004-01-01

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

Alternative Programs and the Reform of Teacher Education.

ERIC Educational Resources Information Center

Wisniewski, Richard

1986-01-01

Characteristics of professionally sound alternative preparation programs are discussed in terms of admissions, core courses, faculty and student time, simulation activities, and academic preparation. The Lyndhurst Fellowship Program at the University of Tennessee-Knoxville and Memphis State University is described. (MT)

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed Central

Campion, MaryAnn W.; Bhasin, Robina M.; Beaudette, Donald J.; Shann, Mary H.; Benjamin, Emelia J.

2016-01-01

Purpose Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. Methods A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. Results At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Conclusion Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty. PMID:27942418

Mid-career faculty development in academic medicine: How does it impact faculty and institutional vitality?

PubMed

Campion, MaryAnn W; Bhasin, Robina M; Beaudette, Donald J; Shann, Mary H; Benjamin, Emelia J

2016-09-01

Faculty vitality is integral to the advancement of higher education. Strengthening vitality is particularly important for mid-career faculty, who represent the largest and most dissatisfied segment. The demands of academic medicine appear to be another factor that may put faculty at risk of attrition. To address these issues, we initiated a ten-month mid-career faculty development program. A mixed-methods quasi-experimental design was used to evaluate the program's impact on faculty and institutional vitality. Pre/post surveys compared participants with a matched reference group. Quantitative data were augmented by interviews and focus groups with multiple stakeholders. At the program's conclusion, participants showed statistically significant gains in knowledge, skills, attitudes, and connectivity when compared to the referents. Given that mid-career faculty development in academic medicine has not been extensively studied, our evaluation provides a useful perspective to guide future initiatives aimed at enhancing the vitality and leadership capacity of mid-career faculty.

Preparing Future College Instructors: The Role of Graduate Student Teaching Assistants (GTAs) in Successful College Calculus Programs

NASA Astrophysics Data System (ADS)

Ellis, Jessica Fabricant

Graduate student Teaching Assistants (GTAs) contribute to calculus instruction in two ways: as the primary teacher and as recitation leaders. GTAs can also be viewed as the next generation of mathematics instructors. Thus, in addition to their immediate contribution to the landscape of Calculus 1 instruction, GTAs will contribute significantly to the long-term state of calculus in their future occupations. However, their preparation for these roles varies widely and is often minimal. In this study, I first compare the mathematical beliefs, instructional practices, and student success of GTAs to other Calculus 1 instructors. I then provide rich descriptions for three GTA professional development (PD) programs that prepare graduate students as course instructors, as recitation leaders, and as future faculty. I then investigate the instructional practices and mathematical beliefs of graduate students coming from these three PD programs. I conclude this work with a description of a framework for GTA-PD programs. To accomplish this work, I conducted a mixed-method analysis on national survey data and case study data from four doctoral granting institutions. These four institutions were chosen because of their higher-than-expected student success in Calculus 1. The results of these analyses indicate that graduate students teach in more innovative ways than other instructors, though their students were less successful. Among the four case study institutions, I identified three models of GTA-PD, each of which appeared successful in accomplishing their goals. These goals included transitioning graduate students into the role of instructor, preparing graduate students to implement an innovative approach to Calculus 1, and supporting graduate students as recitation leaders. These analyses also led to the development of a framework to be used to characterize, evaluate, and consider the implementation of graduate student professional development programs. This GTA-PD framework is thus one of the major contributions put forth by this dissertation.

Health information literacy: hardwiring behavior through multilevels of instruction and application.

PubMed

Leasure, A Renee; Delise, Donna; Clifton, Shari C; Pascucci, Mary Ann

2009-01-01

To produce a healthcare provider who is competent in accessing health information, nursing faculty members, in tandem with medical librarians, play a crucial role in establishing the knowledge base for student competency in health information literacy. The time to prepare nursing students to meet the information challenges and opportunities of today's healthcare environment is not after graduation, but rather while they are in school. By incorporating health information literacy skill building throughout the curriculum, nursing faculty members can prepare their students to enter the workforce equipped with the skills they need to find, retrieve, appraise, and apply information to their clinical practice.

Preparing students for careers in food-supply veterinary medicine: a review of educational programs in the United States.

PubMed

Posey, R Daniel; Hoffsis, Glen F; Cullor, James S; Naylor, Jonathan M; Chaddock, Michael; Ames, Trevor R

2012-01-01

The real and/or perceived shortage of veterinarians serving food-supply veterinary medicine has been a topic of considerable discussion for decades. Regardless of this debate, there are issues still facing colleges of veterinary medicine (CVMs) about the best process of educating future food-supply veterinarians. Over the past several years, there have been increasing concerns by some that the needs of food-supply veterinary medicine have not adequately been met through veterinary educational institutions. The food-supply veterinary medical curriculum offered by individual CVMs varies depending on individual curricular design, available resident animal population, available food-animal caseload, faculty, and individual teaching efforts of faculty. All of the institutional members of the Association of American Veterinary Medical Colleges (AAVMC) were requested to share their Food Animal Veterinary Career Incentives Programs. The AAVMC asked all member institutions what incentives they used to attract and educate students interested in, or possibly considering, a career in food-supply veterinary medicine (FSVM). The problem arises as to how we continue to educate veterinary students with ever shrinking budgets and how to recruit and retain faculty with expertise to address the needs of society. Several CVMs use innovative training initiatives to help build successful FSVM programs. This article focuses on dairy, beef, and swine food-animal education and does not characterize colleges' educational efforts in poultry and aquaculture. This review highlights the individual strategies used by the CVMs in the United States.

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.

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

PubMed

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

2015-03-01

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

Computer Competencies of the Faculty Members of the College of Education at the United Arab Emirates University

ERIC Educational Resources Information Center

Alghazo, Iman Mohammad

2006-01-01

In its effort to obtain accreditation using NCATE standards, the College of Education at the United Arab Emirates University is integrating ISTE standards into its teacher education programs. The main challenge at this stage is preparing faculty members to integrate technology into their teaching in order to help their students meet ISTE…

The Development and Infrastructure Needs Required for Success--One College's Model: Online Nursing Education at Drexel University

ERIC Educational Resources Information Center

Cornelius, Fran; Glasgow, Mary Ellen Smith

2007-01-01

Technology's impact on the delivery of health care mandates that nursing faculty use all technologies at their disposal to better prepare students to work in technology-infused health care environments. Essential components of an infrastructure to grow technology-infused nursing education include a skilled team comprised of tech-savvy faculty and…

Develop Training Standards for Undergraduate Students with Major Public Administration at King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia

ERIC Educational Resources Information Center

Al-Sehiemy, Zainab Abdul-Rahman; Gheith, Nervana Abdul-Rahman

2015-01-01

Recently, public administration graduates are exposed to new set of challenges because of globalization, virtual world and using modern technology as a base of all today's dealings. It imposes PAD at faculty of economic and administration faculty to prepare its students to confront these changes in organizations in the community. Therefore, the…

Transforming the Capstone: Transformative Learning as a Pedagogical Framework and Vehicle for Ethical Reflection in the Capstone Course

ERIC Educational Resources Information Center

Martin, Jason M.; Strawser, Michael G.

2017-01-01

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

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

ERIC Educational Resources Information Center

Bradford, Jane T.; And Others

1996-01-01

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

A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation

ERIC Educational Resources Information Center

Moradi, Mohammad A.

2011-01-01

Globalization reflects a shift in the workforce development paradigm. This descriptive qualitative case study was conducted at a Midwestern university with 12 student participants and three faculty members from three engineering programs. The purpose of this body of work was to explore the participants' perceptions of globalization, and to…

Case Study: Applying the Theory of Planned Behavior as Interventions to Increase Sponsored Project Proposal Submissions from Liberal Arts Faculty

ERIC Educational Resources Information Center

Hartmann, Anita

2011-01-01

In the current economic climate, many colleges and universities face similar challenges: the need to increase external sponsorship for research activities and the need to benefit from additional indirect cost recovery. Preparing funding proposals for submission to sponsors is a faculty behavior that can be modified by applying behavioral theory to…

Preparing the Next Generation of Higher Education Faculty in Special Education

ERIC Educational Resources Information Center

deBettencourt, Laurie U.

2014-01-01

There is a shortage in the number of funded doctoral programs in the field of special education. As a result the number of higher education faculty who are trained in the knowledge and skills necessary to train the next generation of special education teachers is critically low. This article describes a doctoral program funded by the Office of…

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

ERIC Educational Resources Information Center

Elliott, Jo Eleanor

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

The Ties That Bind: The Experiences of Women of Color Faculty in STEM

ERIC Educational Resources Information Center

Wilkins, Ashlee Nichole

2017-01-01

As women of color (WOC) enter the science, technology, engineering, and math (STEM) pipeline with aspirations to join the faculty ranks, it is important that the academy is prepared to address their unique needs to ensure they are supported as they engage in scientific and technological research, support students, and advance in their career.…

Walking the Talk: Collaborative Preparation of Bilingual and Special Educators to Serve English Learners Who Need Academic or Behavioral Supports

ERIC Educational Resources Information Center

Robertson, Phyllis M.; García, Shernaz B.; Rodríguez, Haydeé M.

2016-01-01

This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other…

A Comparative Study of Leadership Preparation Programs in Gama (Brazil) and the United States

ERIC Educational Resources Information Center

Borges-Gatewood, Mara Rubia Fonseca; McNeal, Larry

2013-01-01

The objective of the study was to determine the relationship, if any, between leadership preparation programs types and how well school administrators are prepared to set a widely shared vision, develop a school culture, effectively manage school operations and resources, collaborate with faculty and community members, act with integrity and…

Solo but Not Separate: Preparing 21st-Century School Library Professionals Who Can "Go It Alone"

ERIC Educational Resources Information Center

Pasco, Becky

2011-01-01

Preparing school librarians for a diverse array of 21st-century educational environments is a daunting task. Faculty in school library preparation programs send candidates out into sparsely populated rural areas, dense urban settings, and everything in between. Some candidates will provide services and resources in updated, modern facilities,…

Promotion of women physicians in academic medicine. Glass ceiling or sticky floor?

PubMed

Tesch, B J; Wood, H M; Helwig, A L; Nattinger, A B

1995-04-05

To assess possible explanations for the finding that the percentage of women medical school faculty members holding associate or full professor rank remains well below the percentage of men. Cross-sectional survey of physician faculty of US medical schools using the Association of American Medical Colleges (AAMC) database. Surveyed were 153 women and 263 men first appointed between 1979 and 1981, matched for institutions of original faculty appointment. Academic rank achieved, career preparation, academic resources at first appointment, familial responsibilities, and academic productivity. After a mean of 11 years on a medical school faculty, 59% of women compared with 83% of men had achieved associate or full professor rank, and 5% of women compared with 23% of men had achieved full professor rank. Women and men reported similar preparation for an academic career, but women began their careers with fewer academic resources. The number of children was not associated with rank achieved. Women worked about 10% fewer hours per week and had authored fewer publications. After adjustment for productivity factors, women remained less likely to be associate or full professors (adjusted odds ratio [OR] = 0.37; 95% confidence interval [CI], 0.21 to 0.66) or to achieve full professor rank (adjusted OR = 0.27; 95% CI, 0.12 to 0.63). Based on the AAMC database, 50% of both women and men originally appointed as faculty members between 1979 and 1981 had left academic medicine by 1991. Women physician medical school faculty are promoted more slowly than men. Gender differences in rank achieved are not explained by productivity or by differential attrition from academic medicine.

Topics for Current and Future Consideration

ERIC Educational Resources Information Center

Pappas, James P.; Jerman, Jerry

2011-01-01

What lies ahead for nontraditional doctorate programs? What issues should concern administrators, faculty, and scholars? Faculty and administrators raised concerns that the marketplace demand for "nontraditional doctoral programs" would pollute the academic purity and sanctity of traditional programs. The authors provide some considerations for…

Human Cadaver Material in Preclinical Oral Surgery.

ERIC Educational Resources Information Center

Barber, H. Dexter; And Others

1993-01-01

A University of Michigan dental school curriculum for oral surgery that uses human cadaver heads is described. Selection, preparation, and laboratory use of the materials are outlined. Faculty and students have received the sequence well and found it prepared them for clinical rotation. (MSE)

Career Commitment of Nurse Faculty.

PubMed

Jones, Malena

2017-11-01

A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson's correlations, and path analysis were used to analyze data. Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.

Awareness of Eco-Friendly Dentistry among Dental Faculty and Students of King Khalid University, Saudi Arabia.

PubMed

Al-Qarni, Mohammed A; Shakeela, Nasim Vahid; Alamri, Mohammed Abdullah; Alshaikh, Yahya A

2016-10-01

Eco-friendly or green dentistry can be a reality by effectively designing dental clinics and using more eco-friendly materials in the clinical practice. To determine the awareness of eco-friendly dentistry among dental faculty and students in preparation for future implementation. Assessment of knowledge regarding eco-friendly dentistry was done using an 18 item self-administered questionnaire among 160 participants. After baseline data collection, the intervention was done by educating participants with a power point presentation. The post-intervention data was then collected for analysis. Statistical analysis was done using Wilcoxon's signed rank test and one-way ANOVA. The educational intervention increased the knowledge about eco-friendly dentistry confirming the importance of continuing education. There was a statistically significant gain in knowledge among the participants after the presentation. The gain was highest for department of Preventive Dental Sciences (PDS) followed by Substitute Dental Sciences (SDS), No specialty, Maxillofacial Dental Sciences (MDS), and Restorative Dental Sciences (RDS) respectively. (F=5.5091, p<0.05). Lack of knowledge of green dentistry amongst the dental fraternity is highly prevailing. The same can be substantiated with effective training in the respective fields if channelized through the curriculum in an educational set-up.

Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

NASA Astrophysics Data System (ADS)

Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

2012-12-01

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

Identification of computer-generated facial composites.

PubMed

Kovera, M B; Penrod, S D; Pappas, C; Thill, D L

1997-04-01

Two studies examined the effectiveness of the Mac-a-Mug Pro, a computerized facial composite production system. In the first study, college freshmen prepared from memory composites of other students and faculty from their former high schools. Other students who had attended the same high schools could not recognize the composites of either students or faculty members when the composites of individuals known to them (n = 10) were mixed with composites of a large number (n = 40) of strangers. Neither preparer familiarity with the target, preparer-assessed composite quality, nor viewer familiarity predicted composite recognition. Study 2 indicated that naive witnesses who viewed the composites could not select the people depicted in the composites from photo lineups (1 target and 4 foils). The results raise questions about the efficacy of composite systems as tools to promote recognition of suspects in criminal contexts.

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

NASA Astrophysics Data System (ADS)

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

2010-12-01

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

Empowering Future Educators through Environmental Sustainability

ERIC Educational Resources Information Center

Latz, Amanda O.; Bolin, Jocelyn H.; Quick, Marilynn; Jones, Ruth; Chapman, Austin

2015-01-01

Purpose: The purpose of this paper is to provide information regarding the ways in which the authors' College's faculty use paper within their pedagogical practice. A related purpose was to ascertain faculty interest in professional development initiatives related to reducing paper usage through technological affordances.…

Navigating legal issues in academic nursing.

PubMed

Pressler, Jana L; Kenner, Carole A

2014-01-01

Through its publications, typically the catalogs and departmental materials, an institution establishes contractual obligations between it and students. While faculty are expected to keep current on policy changes, responsibility for knowing requirements ultimately remains with students. Faculty cannot be held personally liable for negligent, irresponsible, or capricious behavior of students. By keeping complete and accurate notes of advising and counseling sessions, faculty can avoid future disputes as well as protect themselves against claims of erroneous advising. Deans need to work closely with faculty and students to improve communication and to ensure that all know their rights. Clear communication will oftentimes avoid legal tangles.

Nursing doctoral faculty perceptions of factors that affect their continued scholarship.

PubMed

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

2014-01-01

This focus group study was undertaken as part of a larger investigation of how the demand for increased production of nurses with doctorates affects doctoral faculty's scholarly productivity. This study provided a basis for development of the national survey questionnaire. Two focus groups that included 29 faculty teaching in doctor of philosophy and/or doctor of nursing practice programs took place at one of two national conferences. The focus group interviews were transcribed and content analyzed for the identification of themes; all members of the research team reached consensus. The three major themes were the demands of teaching, the importance of institutional structure and climate, and the sustainability of one's self, the institution, and the discipline. Participants identified strategies for enhancing scholarly productivity. Findings are limited by the small sample size and the voluntary participation of conference attendees. The strength of emotion that participants revealed underscores the need for nursing leaders to address the increasing academic expectations for faculty. If the profession does not address the needs of its current and future faculty, goals explicated by the Institute of Medicine in The Future of Nursing cannot be achieved, and the health of the nation will suffer. Copyright © 2014 Elsevier Inc. All rights reserved.

Diabetes Education as a Career Choice.

PubMed

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

2015-12-01

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

Promoting Academic Physicists, Their Students, and Their Research through Library Partnerships

NASA Astrophysics Data System (ADS)

Rozum, B.; Wesolek, A.

2012-12-01

At many institutions, attracting and mentoring quality students is of key importance. Through their developing careers, typically under the tutelage of one primary faculty member, students build portfolios, prepare for graduate school, and apply to post-doc programs or faculty positions. Often though, the corpus of that primary faculty member's work is not available in a single location. This is a disadvantage both for current students, who wish to highlight the importance of their work within the context of a research group and for the department, which can miss opportunities to attract high-quality future students. Utah State University Libraries hosts a thriving institutional repository, DigitalCommons@USU, which provides open access to scholarly works, research, reports, publications, and journals produced by Utah State University faculty, staff, and students. The Library and the Physics Department developed a partnership to transcend traditional library repository architecture and emphasize faculty research groups within the department. Previously, only student theses and dissertations were collected, and they were not associated with the department in any way. Now student presentations, papers, and posters appear with other faculty works all in the same research work space. This poster session highlights the features of the University's repository and describes what is required to establish a similar structure at other academic institutions. We anticipate several long-term benefits of this new structure. Students are pleased with the increased visibility of their research and with having an online presence through their "Selected Works" personal author site. Faculty are pleased with the opportunity to highlight their research and the potential to attract new students to their research groups. This new repository model also allows the library to amplify the existing scientific outreach initiatives of the physics department. One example of this is a recent exhibit created in the Library showcasing a student research group's 30-year history of sending payloads into space. The exhibit was a direct result of archiving the work of student researchers in the institutional repository. From the perspective of the Library, the benefits are also impressive. The Library is able to build its institutional repository, develop strong relations with faculty in the Physics Department, and have access to unpublished reports that otherwise might be lost. Establishing research groups' presence in DigitalCommons@USU provided an opportunity to meet with the Physics graduate students to discuss setting up online web portfolios, archiving their publications, and understanding publisher contracts. Developing partnerships between academic units and libraries is one more method to reach out to potential students, promote research, and showcase the talents of faculty and students. Using the Library's institutional repository to do this is beneficial for everyone.

College Science and Mathematics Teaching Faculty Talk about Science and Mathematics: An Examination of the Role of Discourse in an Upper Elementary/Middle-Level Teacher Preparation Program.

ERIC Educational Resources Information Center

McGinnis, J. Randy; Watanabe, Tad

This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland…

ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle

ERIC Educational Resources Information Center

Muzyka, Jennifer L.

2015-01-01

In the Just-in-Time Teaching approach, a faculty member assigns readings to students before every class. After the students have done the daily reading, they access a short reading quiz using a course management system (e.g., Moodle). The faculty member uses student responses to the quiz in the preparation of the day's class material and is able…

Collaboration between research scientists and educators to prepare new Earth Science teachers

NASA Astrophysics Data System (ADS)

Pagnotta, Ashley; Grcevich, J.; Shara, M.; Mac Low, M.; Flores, K.; Nadeau, P. A.; Sessa, J.; Ustunisik, G.; Zirakparvar, N.; Ebel, D.; Harlow, G.; Webster, J. D.; Kinzler, R.; MacDonald, M. B.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Zachowski, M.

2014-01-01

The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a first-of-its-kind program designed to prepare participants to be world-class Earth Science teachers. The lack of Earth Science teachers in New York State has resulted in fewer students taking the statewide Earth Science Regents Exam, which negatively affects graduation rates and reduces the number of students who pursue related college degrees. The MAT program was designed to address this problem, and is the result of a collaboration between research scientists and educators at the Museum, with faculty comprised of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level Education faculty. The full-time, 15-month program combines courses and field work in astrophysics, geology, earth science, and paleontology at the Museum with pedagogical coursework and a teaching residency in local urban classrooms. The MAT program targets high-needs schools with diverse student populations and therefore has the potential to stimulate interest and achievement in a variety of STEM fields among thousands of students from traditionally underrepresented backgrounds. The first cohort of candidates entered the MAT program in June of 2012 and finished in August of 2013. Nineteen new Regents-qualified Earth Science teachers are now in full-time teaching positions at high-needs schools in New York State. We report on the experience of the first cohort as well as the continuation of the program for current and future cohorts of teacher candidates.

Unique collaboration between research scientists and educators to prepare new Earth Science teachers

NASA Astrophysics Data System (ADS)

Pagnotta, Ashley; Grcevich, J.; Shara, M.; Mac Low, M.; Lepine, S.; Nadeau, P.; Flores, K.; Sessa, J.; Zirakparvar, N.; Ustunisik, G.; Kinzler, R.; Macdonald, M.; Contino, J.; Cooke-Nieves, N.; Zachowski, M.

2013-01-01

Abstract: The Master of Arts in Teaching (MAT) Program at the American Museum of Natural History is a first-of-its-kind program designed to prepare participants to be world-class Earth Science teachers. The dearth of Earth Science teachers in New York State has resulted in fewer students taking the statewide Earth Science Regents Exam, which negatively affects graduation rates and reduces the number of students who pursue related college degrees. The MAT program was designed to address this problem, and is the result of a collaboration between research scientists and educators at the Museum, with faculty comprised of curators and postdoctoral researchers from the Departments of Astrophysics, Earth and Planetary Sciences, and the Division of Paleontology, as well as doctoral-level Education faculty. The full-time, 15-month program combines courses and field work in astrophysics, geology, earth science, and paleontology at the Museum with pedagogical coursework and real-world teaching experience in local urban classrooms. The program is part of New York State’s Race to the Top initiative and particularly targets high-needs schools with diverse student populations. Because of this, the MAT program has the potential to stimulate interest and achievement in a variety of STEM fields among thousands of students from traditionally underrepresented backgrounds. The first cohort of teacher candidates entered the MAT program in June of 2012. They represent diverse scientific expertise levels, geographic backgrounds, and career stages. We report on the first six months of this pilot program as well as the future plans and opportunities for prospective teacher candidates.

Constructing an Online MCAT Preparation Program as an Alternative to On-Site Preparation for Medical School

ERIC Educational Resources Information Center

Navarre, Berengaria; Perez, Norma A.; Smith, Sarah Toombs

2017-01-01

Based on a successful five-week summer program, we constructed an online alternative to prepare Hispanic students to take the Medical College Admission Test (MCAT). We used input from student premed advisors, students, a faculty mentor, a Verbal Reasoning coach, and the program administrator. Online activities were provided to support the student…

Journeys of Transformation: A Statewide Effort by Mathematics and Science Professors To Improve Student Understanding. Case Reports from Participants in the Maryland Collaborative for Teacher Preparation.

ERIC Educational Resources Information Center

Gardner, Maureen B., Ed.

This document presents the Maryland Collaborative for Teacher Preparation (MCTP) faculty's reviews on instructional issues of different disciplines. Contents include: (1) "The Maryland Collaborative for Teacher Preparation"; (2) "Guiding Principles: New Thinking in Mathematics and Science Teaching"; (3) "Introduction: Parallel Journeys of Risk and…

Research-based assessment affordances and constraints: Perceptions of physics faculty

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew Sandy; Bell, Alexander; Sayre, Eleanor C.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the physics education research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and do not measure many of the things they care about, or are not applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how a faculty member's role in their department and type of institution influence their perceived wants and needs around assessment.

Revitalizing academic-service partnerships to resolve nursing faculty shortages.

PubMed

Connolly, Maria A; Wilson, Carol Jo

2008-01-01

Vacancy rates of nursing faculty are on the increase as fewer educators are being prepared and nurses at the bedside are in short supply. Advanced practice nurses--uniquely suited to provide clinical education for undergraduate and graduate students--are underutilized. However, without release time, preparation as educators, ongoing support from education and administration, and remuneration for providing both evidence-based education and evidence-based patient care, they can hardly be expected to assume additional responsibilities. This article reviews academic-service partnerships, noting a general lack of published efficacy and cost-effectiveness data, and highlights 21st-century innovations for academia and service to share resources for the benefit of all stakeholders--especially patients and students.

Technical Writing and Communication in a Senior-Level Seminar

NASA Astrophysics Data System (ADS)

Wallner, A. S.; Latosi-Sawin, Elizabeth

1999-10-01

To prepare chemistry majors for entry into graduate school and professional life, a senior-level seminar has been designed at Missouri Western State College that introduces students to scientific journals and aspects of professional communication. Students select topics, conduct research, report progress, write summaries for technical and nontechnical audiences, prepare abstracts, organize outlines, and present a formal research paper. At semester's end, each student delivers a 45-minute seminar to peers and departmental faculty, using easily learned presentation software. Faculty who would adopt this approach need to guide student research, emphasize purpose and audience, illustrate a synthesis of sources, support writing as a process, and help students overcome their fear of public speaking.

Health professions faculty beliefs, confidence, use, and perceptions of organizational culture and readiness for EBP: A cross-sectional, descriptive survey.

PubMed

Milner, Kerry A; Bradley, Holly B; Lampley, Tammy

2018-05-01

Evidence-based practice (EBP) is an essential skill and ethical obligation for all practicing health professions clinicians because of its strong association with improved health outcomes. Emerging evidence suggests that faculty who prepare these clinicians lack proficiency to teach EBP. The purpose of this study was to describe; 1) health profession faculty beliefs about and confidence in their ability to teach and implement EBP, 2) use of EBP for education, 3) organizational culture and readiness for EBP; and to determine whether relationships exist among these variables. This study used a cross-sectional, descriptive survey design. College of Nursing (CON) and College of Health Professions (CHP) faculty from a university located in the Northeast, United States. Faculty were defined as anyone teaching a course for the CON or CHP during the fall of 2016. Faculty were invited to complete an electronic survey measuring EBP beliefs, EBP use, and EBP organizational culture and readiness. The survey was comprised of three tools developed specifically for health professions educators in 2010 by Fineout-Overholt & Melnyk. Sixty-nine faculty returned usable surveys (25.5% response rate). Mean EBP beliefs score was 89.49 (SD = 10.94) indicating respondents had a firm belief in and confidence in their ability to implement and teach EBP. Mean EBP use was 32.02 (SD = 20.59) indicating that respondents taught and implemented EBP between 1 and 3 times in the last 8-weeks. Mean EBP culture and readiness score was 90.20 (SD = 15.23) indicating essential movement toward a sustainable culture of college-wide integration of EBP. Mean scores for beliefs/confidence were higher for full-time clinical faculty compared to other groups [F (2, 55)  = 0.075, p = 0.928; ηp 2  = 0.003)]. Adjunct faculty reported higher EBP behaviors expected by health profession educators in the last 8-weeks compared to other groups [F (2, 55)  = 0.251, p = 0.779; ηp 2 . =0.009)]. Adjunct faculty had the highest mean scores on OCRSIEP-E followed by full-time clinical faculty. These group differences in OCRSIEP-E were statistically significant [F (2, 49)  = 7.92, p = 0.001; ηp 2  = 0.244)]. OCRSIEP-E was significantly different between full-time tenure/tenure track faculty (M = 78.0, SD = 12.58) and full-time clinical faculty (M = 91.37, SD = 14.79, p = 0.027) and between full-time tenure/tenure track faculty and adjunct faculty (M = 97.19, SD = 12.39, p = 0.001). Faculty adoption of EBP as a foundational pillar of teaching is essential. Research is needed to define the scope of the problem internationally. Organizations need to set standards for faculty teaching in the health professions to be EBP proficient. Programs preparing faculty to teach in nursing and other health professions must include educator EBP competencies. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Teachers of Quality Academy: A Learning Community Approach to Preparing Faculty to Teach Health Systems Science.

PubMed

Baxley, Elizabeth G; Lawson, Luan; Garrison, Herbert G; Walsh, Danielle; Lazorick, Suzanne; Lake, Donna; Higginson, Jason

2016-12-01

Although efforts to integrate health systems science (HSS) topics, such as patient safety, quality improvement (QI), interprofessionalism, and population health, into health professions curricula are increasing, the rate of change has been slow. The Teachers of Quality Academy (TQA), Brody School of Medicine at East Carolina University, was established in January 2014 with the dual goal of preparing faculty to lead frontline clinical transformation while becoming proficient in the pedagogy and curriculum design necessary to prepare students in HSS competencies. The TQA included the completion of the Institute for Healthcare Improvement Open School Basic Certificate in Quality and Safety; participation in six 2-day learning sessions on key HSS topics; completion of a QI project; and participation in three online graduate courses. Twenty-seven faculty from four health science programs completed the program. All completed their QI projects. Nineteen (70%) have been formally engaged in the design and delivery of the medical student curriculum in HSS. Early into their training, TQA participants began to apply new knowledge and skills in HSS to the development of educational initiatives beyond the medical student curriculum. Important next steps for TQA participants and program planners include further incorporation as faculty advisors and contributors to the full implementation of the longitudinal HSS curriculum; expanded involvement with the Leaders in Innovative Care Scholars student leadership distinction track; continued in-depth evaluation of the impact of TQA participation on patient care, teaching, and role modeling; and the recruitment of the next cohort of TQA participants.

Interdisciplinary Training: Preparing Counselors for Collaborative Practice

ERIC Educational Resources Information Center

Okech, Jane E. Atieno; Geroski, Anne M.

2015-01-01

This article utilizes one counselor education program's experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores…

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

PubMed

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

2018-03-01

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

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…

On the Brink: Assessing the Status of the American Faculty

ERIC Educational Resources Information Center

Schuster, Jack H.; Finkelstein, Martin J.

2006-01-01

This essay outlines several themes that encapsulate the findings from the authors'--both professors of education--previously published study, "The American Faculty: The Restructuring of Academic Work and Careers," and sheds light on several areas that urgently need further probing. Suggestions for ensuring a productive future for the…

Developing Successful Employees: Perceptions of Industry Leaders and Academicians.

ERIC Educational Resources Information Center

Nicholson, Amanda; Cushman, Linda

2000-01-01

Needed skills and qualities of retailing employees were ranked by 11 faculty and 12 industry representatives. Industry leaders believed leadership and decision making were most important for future leaders. Faculty ranked interpersonal and cognitive skills higher, and they believed their rankings would match those of industry. (SK)

The Coffe Report, 1969.

ERIC Educational Resources Information Center

British Columbia Univ., Vancouver. Faculty of Education.

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

Now Hiring: The Faculty of the Future

ERIC Educational Resources Information Center

Green, Donald W.; Ciez-Volz, Kathleen

2010-01-01

Community colleges across the United States are experiencing an extraordinarily high demand for new instructors. Hiring exemplary instructors is at once an educational and an economic imperative, for the typical community college spends over $3 million on the career of one faculty member. Institutions must make sound, long-term decisions by…

Comparison of Scientific Research Projects of Education Faculties

ERIC Educational Resources Information Center

Altunay, Esen; Tonbul, Yilmaz

2015-01-01

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

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.

Challenges to research productivity of doctoral program nursing faculty.

PubMed

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

2014-01-01

The Institute of Medicine, responding to a national health care crisis and related nursing labor force concerns, has called for an increase in the proportion of registered nurses with baccalaureate or higher degrees to 80% and a doubling of the number of nurses with doctorates by 2020. Simultaneously, large numbers of senior faculty are starting to retire, whereas the movement of doctorally prepared nurses into academia is insufficient to replace them. Issues associated with the efforts of nursing programs to increase their capacity to respond to the Institute of Medicine's recommendations, particularly the effect on scholarly productivity among nursing faculty in doctoral programs, are examined in this article. Creative strategies for promoting scholarly productivity among doctoral program faculty are identified. Copyright © 2014 Elsevier Inc. All rights reserved.

Guidelines for Evaluation in California Community Colleges.

ERIC Educational Resources Information Center

Los Angeles Pierce Coll., Woodland Hills, CA.

This report was prepared in part as a response to a State of California legislative mandate calling for evaluation in community colleges. The preparation of evaluative guidelines was the primary goal and that effort was based on four action steps: (1) ascertaining faculty and administrative attitudes locally towards evaluation; (2) performing a…

Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation

ERIC Educational Resources Information Center

Bernoteit, Stephanie A., Ed.; Darragh Ernst, Johnna C., Ed.; Latham, Nancy I., Ed.

2016-01-01

"Voices from the Field: Collaborative Innovations in Early Childhood Educator Preparation" is jointly published by the Illinois Education Research Council (IERC) and the Illinois Board of Education (IBHE), and highlights the accomplished work of many of the state's two- and four-year faculty to redesign early childhood educator…

Guide to the TEAC Audit, 2011-2012

ERIC Educational Resources Information Center

Teacher Education Accreditation Council, 2011

2011-01-01

This guide to the Teacher Education Accreditation Council (TEAC) audit is primarily for the faculty, staff, and administrators of TEAC member programs preparing for the audit of their "Inquiry Brief" or "Inquiry Brief Proposal." It is designed for use in preparing for the audits that are part of both initial and continuing…

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching

ERIC Educational Resources Information Center

Robinson, Jennifer Meta; Kearns, Katherine Dowell; Gresalfi, Melissa; Sievert, April K.; Christensen, Tyler Booth

2015-01-01

The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching,…

Preparing Quality Teachers: Making Learning Visible

ERIC Educational Resources Information Center

McArdle, Felicity

2010-01-01

Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that…

Gathering Faculties

ERIC Educational Resources Information Center

Carriuolo, Nancy

2001-01-01

As pre-K-12 classrooms become more diverse, and teachers and students are held ever more accountable for learning, the task of preparing pre-K-12 teachers becomes more of a hot potato. Reflecting public skepticism about whether teachers know as much as they should, Congress has required teacher preparation programs to report their graduates' pass…

Technology and Teacher Preparation, 1999-2000.

ERIC Educational Resources Information Center

Lane, Sabrina, Ed.

2000-01-01

This document contains the fall 1999, fall 2000, and winter 2000 issues of "Technology and Teacher Preparation." The fall 1999 issue describes NCREL and its Higher Education Initiative; contains a faculty profile focusing on engaging science educators with technology; and describes tenth-grade students' efforts to measure the Coon River…

School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

ERIC Educational Resources Information Center

Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

2016-01-01

School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

Creating Professional Learning Communities in a Traditional Educational Leadership Preparation Program

ERIC Educational Resources Information Center

Doolittle, Gini; Stanwood, H. Mark; Simmerman, Herb

2006-01-01

In this article, the authors examine the prerequisites for leadership preparation programs with regard to implementing and institutionalizing professional learning communities as an instructional strategy. First, the authors posit that as faculty they must examine and reflect on their own teaching practices and how they influence their reciprocal…

Assessing the Assessments of Teacher Preparation

ERIC Educational Resources Information Center

Brabeck, Mary M.; Dwyer, Carol Anne; Geisinger, Kurt F.; Marx, Ronald W.; Noell, George H.; Pianta, Robert C.; Subotnik, Rena F.; Worrell, Frank C.

2016-01-01

Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK-12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This…

A New Framework for Leadership Preparation: Appreciative Organizing in Education

ERIC Educational Resources Information Center

Black, William R.; Burrello, Leonard C.; Mann, John L.

2017-01-01

The authors describe how teams of faculty and district leadership development directors used an appreciative organizing in education (AOE) framework using appreciative inquiry (AI) scholarship to promote a more sustainable architecture for the preparation and development of leaders. The AOE framework is introduced and a description is provided of…

The Teaching Assistant Training Handbook: How To Prepare TAs for Their Responsibilities.

ERIC Educational Resources Information Center

Prieto, Loreto R., Ed.; Meyers, Steven A., Ed.

This book is designed for college faculty, staff, and administrators who train and supervise teaching assistants (TAs). It presents a collection of papers with information on designing, implementing, and improving TA training programs. Section 1, "The Training and Preparation of Graduate Teaching Assistants," includes (1) "Conceptualizing and…

Students Prenatally Exposed to Drugs and Alcohol: A Survey of School Personnel Preparation.

ERIC Educational Resources Information Center

Watson, Silvana M. R.; Gable, Robert A.; Tonelson, Stephen W.

2003-01-01

Surveyed university faculty regarding the preparation of general educators, special educators, and speech language pathologists to work with students prenatally exposed to drugs and alcohol. Results confirmed that in general, teacher education and speech language pathology programs provide limited information on these students. There were…

Preparing New Teachers for Contemporary Middle Grades Schools

ERIC Educational Resources Information Center

Edwards, Susan

2013-01-01

This article describes the middle grades teacher preparation program at Augusta State University in Georgia. It describes the negotiation between the middle school concept and the standardized testing culture of the local schools as the faculty redesigned the undergraduate middle grades program to adequately address both. Ways in which new…

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

ERIC Educational Resources Information Center

Rothenberg, Julia Johnson

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

The Analysis of the Relationship between Organizational Structure and Information Technology (IT): And the Barriers to Its Establishment at the University of Isfahan from the Faculty Member's Viewpoints

ERIC Educational Resources Information Center

Peyman, Yarmohammadzadeh; Mohsen, Allammeh Sayyed; Hassan, Ghalavandi; Aboulghassim, Farhang; Zaman, Ajdari

2011-01-01

The purpose of the present study is to investigate the relationship between organizational structure between IT and the barriers to its establishment in University of Isfahan from faculty member's viewpoints in 2007-2008. The questionnaires were prepared and examined based on the organization dimensions of organizational structures (formality,…

Are You Qualified to Be a Member of This "Elite Group"? A School Leadership Preparation Program Examines the Extent "Diverse" Candidates Are Admitted to Graduate School

ERIC Educational Resources Information Center

Boske, Christa; Elue, Chinasa

2017-01-01

This case outlines a dilemma encountered by faculty in a K-12 educational administration graduate program on the east coast. The case offers a detailed illustration of tensions arising when faculty discuss their graduate admissions process, their role as gatekeepers, understandings of merit, and the need for student diversity. Disrupting…

Using Computers in the Programming of Qualifying Teachers of Arabic in the Faculties of Education in Egypt.

ERIC Educational Resources Information Center

Mahmoud, Abdelrahman Kamel Abdelrahman

In Egypt, teachers of Arabic do not study the computer in the syllabus of their preparation in Faculties of Education. Moreover, they do not use it in studying any of the syllabi until they graduate as teachers. This issue seems to have been lost between the extreme simplification of technicians from one side, and the sharp overlook of linguistics…

A faculty-led mock residency interview exercise for fourth-year doctor of pharmacy students.

PubMed

Koenigsfeld, Carrie F; Wall, Geoffrey C; Miesner, Andrew R; Schmidt, Ginelle; Haack, Sally L; Eastman, Darla K; Grady, Sarah; Fornoff, Anisa

2012-02-01

To determine whether a faculty-led mock-interview activity enhanced pharmacy student preparation for the residency interview process and increased match rates. Twenty-eight doctor of pharmacy students volunteered for a 40-minute mock-interview session with 2-person faculty teams. A standard roster of 12 interview questions was derived from published literature and the faculty members' experience. Feedback on the student's interview performance was provided verbally during the session. Following the interview, students were given a 2-part survey instrument. The first part of the survey was administered immediately following the mock-interview session and the second part was administered after the standard date for residency program results (known as "Match Day"). Participant match rates were compared to American Society of Health-System Pharmacists (ASHP) national rates. 82.5% (23 of 27) of students in the mock-interview group matched a postgraduate year 1 (PGY1) program. Compared to national rates (61.9%), more students in our surveyed mock-interview group matched a PGY1 residency (P = .015; odds ratio [OR] 3.546, 95% CI 1.161-12.116). Higher match rates were seen in the students completing the mock residency interview compared to ASHP national rates. In general, students completing the mock interview found the process helpful and felt better prepared for their residency interviews.

Insights for undergraduates seeking an advanced degree in wildlife and fisheries sciences

USGS Publications Warehouse

Kaemingk, Mark A.; Dembkowski, Daniel J.; Meyer, Hilary A.; Gigliotti, Larry M.

2013-01-01

In today's job market, having a successful career in the fisheries and wildlife sciences is becoming more dependent on obtaining an advanced degree. As a result, competition for getting accepted into a graduate program is fierce. Our objective for this study was to provide prospective graduate students some insights as to what qualifications or attributes would best prepare them for obtaining a graduate position (M.S.) and to excel once they are enrolled in a graduate program. A survey was sent to 50 universities within the National Association of University Fisheries and Wildlife Programs (NAUFWP) where both faculty and undergraduate students were asked questions relating to graduate school. Faculty rated the importance of various criteria and attributes of graduate school, and students answered the questions according to how they believed faculty members would respond. Overall, undergraduate students shared many of the same graduate school viewpoints as those held by faculty members. However, viewpoints differed on some topics related to admittance and the most important accomplishment of a graduate student while enrolled in a graduate program. These results indicate that undergraduate students may be better prepared for graduate school—and they may understand how to be successful once they are enrolled in a program—than was initially thought.

Being Prepared to Lead: The Management Preparation of Academic Leaders from a Private Career College

ERIC Educational Resources Information Center

Freeman, Abby L.

2011-01-01

The purpose of this research was to determine whether academic leaders from a private career college are prepared to lead. The objective was to determine if leaders in a private career college felt they have the skills necessary to fulfill the needs of the students, faculty, employment sector, and public. This research study is a replication of a…

Implementation of a Research Information Management System in a Pediatric Hospital.

PubMed

Kissling, Alison D; Ballinger, Kimberly D

2018-01-01

Faculty publications have been collected in universities, health, and medical institutions for many years, and Cincinnati Children's is no exception. Since 1949, a yearly list of faculty publications was manually compiled using multiple data sources and disseminated by the Edward L. Pratt Research Library. Products to centralize faculty publication collection and analysis with bibliometric tools are growing in popularity. This article will review the collaborative decision to choose a Research Information Management System and the implementation process including successes, challenges, and future opportunities.

Navigating the Current Job Market—Grab Hold of Your Future Now!12

PubMed Central

Durham, Holiday A.; McDermott, Ann Y.

2013-01-01

Although the U.S. federal government, the National Science Foundation, and other influential groups have called for American universities to educate and train more scientists, a recent article in the Washington Post and broadcasting on National Public Radio affirmed a harsh reality: there are too few jobs for today’s young scientists. Essentially, landing a job in science doesn’t just happen, you must prepare! The intent of this education track session, targeted to students, postdoctorates, junior faculty, and other early- to midcareer professionals was to provide insights on trends in the current job market and offer strategies and resources to be competitive. The session featured speakers representing different work environments, such as academia, industry, health care institutions, public relations, and entrepreneurial positions. PMID:24228196

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

Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

2013-12-01

Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before and after transfer, research opportunities, and 2YC-4YC collaborations. Improving student success is an important priority at most 2YCs, and is especially challenging because students who enroll at a 2YC arrive with a wide range of abilities, preparation, and goals. Web resources that build on research from education, cognitive science, and psychology address topics such as stereotype threat, solo status, the affective domain, and effective teaching approaches. Other materials describe how to work with various student populations (e.g., English-language learners, students with disabilities, veterans), approaches to strengthening students' ability to monitor their own learning, and other strategies for supporting student success. Programs that support student success in general are important for the more specific goal of developing the geoscience workforce.

Exploring Astrobiology: Future and In-Service Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Cola, J.; Williams, L. D.; Snell, T.; Gaucher, E.; Harris, B.; Usselman, M. C.; Millman, R. S.

2009-12-01

The Georgia Tech Center for Ribosome Adaptation and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational Astrobiology program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to provide educators with the materials, exposure, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. A one-week, non-residential summer enrichment program for high school students was conducted and tested by two high school educators, an undergraduate student, and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired in-service teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with an undergraduate student interested in becoming a teacher through the Tech to Teaching program. The GIFT and Tech to Teaching fellows investigated extremophiles which have adapted to life under extreme environmental conditions. As a result, extremophiles became the focus of a week-long, “Life on the Edge: Astrobiology” curriculum aligned with the Georgia Performance Standards in Biology. Twenty-five high school students explored the adaptation and survival rates for various types of extremophiles exposed to UV radiation and desiccation; students were also introduced to hands-on activities and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact on everyone invested and involved in the Astrobiology program including the GIFT and Tech to Teaching fellows, high school students, and faculty are discussed.

Health science center faculty attitudes towards interprofessional education and teamwork.

PubMed

Gary, Jodie C; Gosselin, Kevin; Bentley, Regina

2018-03-01

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

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

PubMed

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

2017-11-01

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

Imagine Something Different: How a Group Approach to Scholarly Faculty Development Can Turn Joy-Stealing Competition Into Scholarly Productivity.

PubMed

Heinrich, Kathleen T

As academic institutions across the country raise the scholarly bar for retention, promotion, and tenure, academic leaders are being asked to scholar-ready nursing faculty. With the retirement of senior scholars and too few scholar-mentors to go around, leaders often find themselves squeezed between scholarly expectations on the rise and faculty groups less than ready to meet those expectations. Today's nursing faculty present a formidable scholarly development challenge. A diverse mix of master's-prepared clinicians and recent graduates from doctor of philosophy and doctor of nursing practice programs, they come with a broad range of scholarly learning needs. These inequities not only leave many faculty feeling like scholar-impostors but also they can breed competitions that erode collegial bonds and sow the seeds of incivilities that steal scholarly joy, slow scholarly progress, and stress academic workplaces. What if leaders began imagining something different for themselves and with faculty groups? This is what can happen when leaders expand their perspective on scholarly faculty development from individual challenge to collective responsibility. More essay than research paper, this article describes how scholarly joy-stealing patterns can infiltrate faculty groups, shares thought leaders' visions for supportive scholarly communities, and offers strategies leaders can use to invite faculty groups to co-create cultures of scholarly caring. Copyright © 2016 Elsevier Inc. All rights reserved.

A framework for promoting scholarship productivity in occupational therapy curricula.

PubMed

Scott, P J; Justiss, M J; Schmid, A A; Fisher, T F

2013-01-01

This paper describes a curricular model to support the production of quality research and development of occupational therapy professional students, prepared to become leaders in the production and utilization of evidence for practice. This model is designed for programs with faculty challenged by the dual mandate of program excellence and expectations for scholarly productivity needed for tenure and promotion: typically programs at research universities. The essence of the model is the paralleling of research and competencies for clinical practice where faculty and students participate as a community of scholars. It is based on the literature that addresses the tensions between achieving excellence in research and scholarly productivity, and excellence in teaching. The experience of one university with this model over a five-year period of time is shared with the student-faculty productivity outcomes. These outcomes include dissemination of 55 collaborative peer reviewed products and faculty has generated support for 25 paid graduate assistantships. The combination of student outcomes and faculty support for their research has strengthened the ability of the faculty to excel in meeting the University mandate of scholarship while providing a high quality professional educational program.

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

PubMed

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

2004-01-01

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

The Transforming Earth System Science Education (TESSE) program

NASA Astrophysics Data System (ADS)

Graham, K. J.; Bryce, J. G.; Brown, D.; Darwish, A.; Finkel, L.; Froburg, E.; Furman, T.; Guertin, L.; Hale, S. R.; Johnson, J.; Porter, W.; Smith, M.; Varner, R.; von Damm, K.

2007-12-01

A partnership between the University of New Hampshire (UNH), Dillard University, Elizabeth City State University, and Pennsylvania State University has been established to prepare middle and high school teachers to teach Earth and environmental sciences from a processes and systems approach. Specific project goals include: providing Earth system science content instruction; assisting teachers in implementing Earth system science in their own classrooms; and creating opportunities for pre-service teachers to experience authentic research with Earth scientists. TESSE programmatic components comprise (1) a two-week intensive summer institutes for current and future teachers; (2) eight-week research immersion experiences that match preservice teachers with Earth science faculty mentors; and (3) a science liaison program involving the pairing of inservice teachers with graduate students or future teachers. The first year of the program supported a total of 49 participants (42 inservice and preservice teachers, as well as 7 graduate fellows). All participants in the program attended an intensive two-week summer workshop at UNH, and the academic-year science liaison program is underway. In future summers, all partnering institutions will hold similar two-week summer institutes. UNH will offer a more advanced course geared towards "hot topics" and research techniques in the Earth and environmental sciences.

Engelond: A Model for Faculty-Librarian Collaboration in the Information Age.

ERIC Educational Resources Information Center

Walter, Scott

2000-01-01

Reports on the success of a pilot program at the University of Missouri-Kansas City library in course-integrated information literacy instruction in the field of medieval studies that stresses critical thinking skills to properly evaluate Web sites. Discusses faculty-librarian collaboration and future collaboration possibilities. (Contains 13…

We Are All Teachers: Modeling Democratic Engagement in Faculty Development

ERIC Educational Resources Information Center

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

2017-01-01

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

Exploring the Ambiguity: What Faculty Leaders Really Think of Sustainability in Higher Education

ERIC Educational Resources Information Center

Wright, Tarah; Horst, Naomi

2013-01-01

Purpose: The purpose of this paper is to examine how a cohort of university faculty leaders in Canadian universities conceptualize sustainable development, sustainable universities, the role universities play in achieving a sustainable future, key issues facing the university, and the barriers to implementing sustainability initiatives on campus.…

An evidence-based model for enriching academic nursing leadership.

PubMed

Wolf, Gail A; Dunbar-Jacob, Jacqueline; Greenhouse, Pamela

2006-12-01

The challenge of developing contemporary nurse leaders for today and tomorrow is compounded not only by the faculty shortage but also by limited faculty expertise in healthcare administration. The authors describe an effective academic-service partnership designed to ground future nursing leaders in the knowledge, skills, and abilities essential for success.

The Scholarship of Teaching and Learning (SoTL) at Renaissance College (University of New Brunswick): A Case Study of SoTL at the Faculty Level

ERIC Educational Resources Information Center

Mengel, Thomas

2016-01-01

This chapter presents the case study of Renaissance College at the University of New Brunswick, discussing the faculty's achievements, challenges, and outlook for the future in the context of the scholarship of teaching and learning in Canada.

Back to the Future: Prospects for Education Faculty and Librarian Collaboration Thirty Years Later

ERIC Educational Resources Information Center

Scripps-Hoekstra, Lindy; Hamilton, Erica R.

2016-01-01

Thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. A review of their ideas raises an important question: In what ways have their ideas for collaboration and partnership been realized? To answer this question,…

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

ERIC Educational Resources Information Center

Balschweid, Mark; Knobloch, Neil A.; Hains, Bryan J.

2014-01-01

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food…

Modelling Faculty Replacement Strategies Using a Time-Dependent Finite Markov-Chain Process.

ERIC Educational Resources Information Center

Hackett, E. Raymond; Magg, Alexander A.; Carrigan, Sarah D.

1999-01-01

Describes the use of a time-dependent Markov-chain model to develop faculty-replacement strategies within a college at a research university. The study suggests that a stochastic modelling approach can provide valuable insight when planning for personnel needs in the immediate (five-to-ten year) future. (MSE)

The Faculty of the Future: Leaner, Meaner, More Innovative, Less Secure

ERIC Educational Resources Information Center

Chronicle of Higher Education, 2009

2009-01-01

The faculty workplace has changed significantly in the last 20 years: More women, minority professors, and adjuncts have joined the professoriate. Information technology has led to new opportunities and expectations. The economic crisis has complicated long-term planning for scholars and institutions alike. Seven scholars from several fields and…