track faculty position: Topics by Science.gov

Sample records for track faculty position

Non-Tenure-Track Faculty's Social Construction of a Supportive Work Environment

ERIC Educational Resources Information Center

Kezar, Adrianna

2013-01-01

Background: The number of non-tenure-track faculty (NTTF), including both full-time (FT) and part-time (PT) positions, has risen to two-thirds of faculty positions across the academy. To date, most of the studies of NTTF have relied on secondary data or large-scale surveys. Few qualitative studies exist that examine the experience, working…
An Academic Community of "Hermandad": Research for the Educational Advancement of Latinas (REAL), a Motivating Factor for First-Tier Tenure-Track Latina Faculty

ERIC Educational Resources Information Center

Ruiz, Elsa Cantu; Machado-Casas, Margarita

2013-01-01

Research studies have found that an integral part of being a tenure-track faculty member is the relationship between the higher education institution and individual faculty members (Mawdsley, 1999). Tenure-track positions are competitive spaces that demand and expect assistant professors to excel in publishing, teaching, and scholarly activity.…
Getting a Tenure-Track Faculty Position at a Teaching-Centered Research University

ERIC Educational Resources Information Center

Wilkens, Robert; Comfort, Kristen

2016-01-01

The goal of this article is to provide critical information to chemical engineers seeking a tenure-track faculty position within academia. We outline the application and submission process from start to finish, including a discussion on critical evaluation metrics sought by search committees. In addition, we highlight frequent mistakes made by…
Predictors of depression, stress, and anxiety among non-tenure track faculty

PubMed Central

Reevy, Gretchen M.; Deason, Grace

2014-01-01

Nationwide in the United States, 70% of faculty members in higher education are employed off the tenure-track. Nearly all of these non-tenure-track (NTT) appointments share a quality that may produce stress for those who hold them: contingency. Most NTT appointments are contingent on budget, enrollment, or both, and the majority of contingent faculty members are hired for one quarter or semester at a time. Significant research has investigated the effects of contingency on teaching, students, departments, colleges, and universities; however, little research has focused on the psychological experiences of NTT faculty. The current study examined perceptions of workplace stressors and harm, organizational commitment, common coping mechanisms, and depression, anxiety and stress among NTT faculty using a longitudinal design that spanned 2–4 months. Results indicate that NTT faculty perceive unique stressors at work that are related to their contingent positions. Specific demographic characteristics and coping strategies, inability to find a permanent faculty position, and commitment to one's organization predispose NTT faculty to perceive greater harm and more sources of stress in their workplaces. Demographic characteristics, lower income, inability to find a permanent faculty position, disengagement coping mechanisms (e.g., giving up, denial), and organizational commitment were associated with the potential for negative outcomes, particularly depression, anxiety, and stress. Our findings suggest possibilities for institutional intervention. Overall, we argue that universities would be well-served by attending to the needs of NTT faculty on campus in order to mitigate negative outcomes for institutions, students, and faculty. PMID:25071667
Gender differences in academic advancement: patterns, causes, and potential solutions in one US College of Medicine.

PubMed

Wright, Anne L; Schwindt, Leslie A; Bassford, Tamsen L; Reyna, Valerie F; Shisslak, Catherine M; St Germain, Patricia A; Reed, Kathryn L

2003-05-01

The influx of women into academic medicine has not been accompanied by equality for male and female faculty. Women earn less than men in comparable positions, progress more slowly through academic ranks, and have not attained important leadership roles. This study tested hypotheses about why gender disparities exist in salary, rank, track, leadership, and perceptions of campus climate at one academic center, the University of Arizona College of Medicine, Tucson. Salary, rank, and track data were obtained from institutional databases for the 1999-2000 fiscal year. A structured, online questionnaire was made available to 418 faculty members to collect information about their goals, attitudes, and experiences. A total of 198 faculty members completed the questionnaire. The data showed significant gender differences in faculty salaries, ranks, tracks, leadership positions, resources, and perceptions of academic climate. On average, women earned US dollars 12777 or 11% less than men, after adjusting for rank, track, degree, specialty, years in rank, and administrative positions (p <.0003). Of female faculty, 62% were assistant professors (49% of women were non-tenure-eligible assistant professors), while 55% of male faculty were promoted and tenured. Almost a third of women reported being discriminated against, compared with only 5% of men (p <.00001). Substantial gender differences in the rewards and opportunities of academic medicine remain, that can not be attributed to differences in productivity or commitment between women and men.
Contract Faculty in Higher Education. ERIC Digest.

ERIC Educational Resources Information Center

Holub, Tamara

This Digest discusses issues related to full-time, nontenure track, contract college faculty, sometimes called contingent faculty. Recent data from several sources show that the opportunities for tenure are declining, while the numbers of nontenure positions are increasing. Part of the increase in full-time nontenure faculty is due to the decrease…
Success on the Tenure Track: Five Keys to Faculty Job Satisfaction

ERIC Educational Resources Information Center

Trower, Cathy Ann

2012-01-01

Landing a tenure-track position is no easy task. Achieving tenure is even more difficult. Under what policies and practices do faculty find greater clarity about tenure and experience higher levels of job satisfaction? And what makes an institution a great place to work? In 2005-2006, the Collaborative on Academic Careers in Higher Education…
"I Expect to Be Engaged as an Equal": Collegiality Expectations of Full-Time, Non-Tenure-Track Faculty Members

ERIC Educational Resources Information Center

Alleman, Nathan F.; Haviland, Don

2017-01-01

Nationally, non-tenure-track faculty (NTTF) represent the new majority. Efforts to move the full-time NTTF role from expendable labor to sustainable professional position have led to improvements in policy and working conditions at many institutions. Still, the profession broadly has just begun to grapple with the implications of this shifting…
Faculty Response to Retrenchment. AAHE-ERIC/Higher Education Research Currents, June 1981.

ERIC Educational Resources Information Center

Eddy, Margot Sanders

The innovative actions that faculty, and institutions on behalf of faculty, have taken to adjust to retrenchment and the changing academic profession are considered. It is suggested that faculty have three kinds of employment options to present conditions such as the scarcity of tenure-track positions and the failure of salaries to keep pace with…
The status of women at one academic medical center. Breaking through the glass ceiling.

PubMed

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

1990-10-10

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

ERIC Educational Resources Information Center

Chemical and Engineering News, 1984

1984-01-01

Highlights survey results on the status of females in full-time, tenured or tenure track faculty positions in chemistry. Indicates that males still dominate PhD-granting chemistry faculties and that, although the number of women is increasing, the increase is not proportionate to the rate at which they are earning chemistry PhDs. (JM)
Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

PubMed

Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

2011-11-01

In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.
Faculty career tracks at U.S. medical schools.

PubMed

Coleman, Michelle M; Richard, George V

2011-08-01

To describe faculty career tracks at U.S. MD-granting schools and explore which institutional characteristics are associated with the career tracks. Between 2008 and 2009, the authors sought the faculty policies of 129 accredited MD-granting U.S. medical schools, through online searching and requests to faculty affairs representatives. An inventory of tenured and nontenured career tracks was conducted in the areas of teaching, research, and clinical care. Career track data were analyzed according to institutional characteristics. Complete data were collected from 98 schools (76%). On average, schools offered 3.6 career tracks to all faculty (range 1-8). Of the 353 career tracks identified, 210 were nontenured. Overall, schools offered more research tracks than education or clinical tracks. Of the 79 schools with clearly defined career tracks, 78 offered at least one clinical track; 34 offered at least one education track. Approximately 25% of the clinical tracks were tenured; 41% of the education tracks were tenured. Of the 98 schools, 61% used modified titles for faculty pursuing nontenure tracks. Schools that offered more career tracks were more likely to use modified titles for their nontenured clinical and research faculty. Schools with a smaller faculty size offered a greater number of clinical tracks, whereas community-based schools offered fewer clinical tracks. Research-intensive schools provided significantly more tenured clinical tracks. There is great variation in faculty tracks and policies across institutions. This research may help institutions craft their own faculty policies and help students, residents, and faculty in making career decisions.
Part-Time and Full-Time Faculty Conceptualizations of Academic Community: A Case Study

ERIC Educational Resources Information Center

Sam, Cecile H.

2012-01-01

The poor work environment for part-time faculty in higher education is a topic that has been receiving more attention as the professoriate moves away from full-time tenure-track positions. In community colleges, the use of part-time faculty is even more prevalent. However, there are institutions that have been trying to create better work…
Survey of checkpoints along the pathway to diverse biomedical research faculty

PubMed Central

Brown, Abigail M.; Moneta-Koehler, Liane; Chalkley, Roger

2018-01-01

There is a persistent shortage of underrepresented minority (URM) faculty who are involved in basic biomedical research at medical schools. We examined the entire training pathway of potential candidates to identify the points of greatest loss. Using a range of recent national data sources, including the National Science Foundation’s Survey of Earned Doctorates and Survey of Doctoral Recipients, we analyzed the demographics of the population of interest, specifically those from URM backgrounds with an interest in biomedical sciences. We examined the URM population from high school graduates through undergraduate, graduate, and postdoctoral training as well as the URM population in basic science tenure track faculty positions at medical schools. We find that URM and non-URM trainees are equally likely to transition into doctoral programs, to receive their doctoral degree, and to secure a postdoctoral position. However, the analysis reveals that the diversions from developing a faculty career are found primarily at two clearly identifiable places, specifically during undergraduate education and in transition from postdoctoral fellowship to tenure track faculty in the basic sciences at medical schools. We suggest focusing additional interventions on these two stages along the educational pathway. PMID:29338019
Women and teaching in academic psychiatry.

PubMed

Hirshbein, Laura D; Fitzgerald, Kate; Riba, Michelle

2004-01-01

This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Although women have comprised half of all medical school admissions for over a decade, tenure-track positions are still largely dominated by men. In contrast, growing numbers of women have been entering academic medicine through clinical-track positions in which patient care and teaching, rather than research, are the key factors for promotion. Thus, the authors hypothesized better representation of clinical-track women in formal, didactic teaching within the medical school setting. The authors compared the numbers of tenure and clinical-track men and women teaching lectures to medical students and residents at the University of Michigan, Department of Psychiatry. Contrary to the hypothesis, the majority of didactic teaching was done by tenure-track men. Possible explanations and remedies for the continuing under-representation of women in academic psychiatry, particularly teaching settings, are explored. Suggestions are made for future areas in which female faculty might have opportunities for participation and leadership.
A Benefit-Maximization Solution to Our Faculty Promotion and Tenure Process

ERIC Educational Resources Information Center

Barat, Somjit; Harvey, Hanafiah

2015-01-01

Tenure-track/tenured faculty at higher education institutions are expected to teach, conduct research and provide service as part of their promotion and tenure process, the relative importance of each component varying with the position and/or the university. However, based on the author's personal experience, feedback received from several…
Embracing Non-Tenure Track Faculty: Changing Campuses for the New Faculty Majority

ERIC Educational Resources Information Center

Kezar, Adrianna, Ed.

2012-01-01

The nature of the higher education faculty workforce is radically and fundamentally changing from primarily full-time tenured faculty to non-tenure track faculty. This new faculty majority faces common challenges, including short-term contracts, limited support on campus, and lack of a professional career track. "Embracing Non-Tenure Track…
Spanning the Great Divide between Tenure-Track and Non-Tenure-Track Faculty

ERIC Educational Resources Information Center

Kezar, Adrianna

2012-01-01

In academia, there are two different worlds, one inhabited by tenure-track and the other by non-tenure-track faculty. In the first, people encourage faculty to become involved in a series of important reforms that increase student success, completion, and learning. In this first world, people envision faculty simultaneously increasing their…
Who Publishes in Top-Tier Library Science Journals? An Analysis by Faculty Status and Tenure

ERIC Educational Resources Information Center

Galbraith, Quinn; Smart, Elizabeth; Smith, Sara D.; Reed, Megan

2014-01-01

This study analyzes the status and background of authors publishing in high-impact library science journals. Twenty-three high-impact journals were selected in this study by both quantitative and qualitative measures, while the analysis of author background focuses on whether the author holds a faculty status position with a tenure track. This…

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

PubMed Central

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

2010-01-01

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

PubMed Central

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

2016-01-01

Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755
Transitioning into the Professoriate: The Pursuit of Power in the Academy

ERIC Educational Resources Information Center

Pichon, Henrietta W.

2010-01-01

Landing a tenure-track faculty position is a dream of many doctoral students, but little is known about transitioning issues pursuant to that dream. The purpose of this autoethnography was to explore the author's experience as she transitioned into a tenure-track assistant professorship at an institution in the Northeastern U.S. In her exploration…
Effect of resident evaluations of obstetrics and gynecology faculty on promotion.

PubMed

Curran, Diana S; Stalburg, Caren M; Xu, Xiao; Dewald, Samantha R; Quint, Elisabeth H

2013-12-01

Promotion for academic faculty depends on a variety of factors, including their research, publications, national leadership, and quality of their teaching. We sought to determine the importance of resident evaluations of faculty for promotion in obstetrics-gynecology programs. A 28-item questionnaire was developed and distributed to 185 department chairs of US obstetrics-gynecology residency programs. Fifty percent (93 of 185) responded, with 40% (37 of 93) stating that teaching has become more important for promotion in the past 10 years. When faculty are being considered for promotion, teaching evaluations were deemed "very important" 60% of the time for clinician track faculty but were rated as mainly "not important" or "not applicable" for research faculty. Sixteen respondents (17%) stated a faculty member had failed to achieve promotion in the past 5 years because of poor teaching evaluations. Positive teaching evaluations outweighed low publication numbers for clinical faculty 24% of the time, compared with 5% for research faculty and 8% for tenured faculty being considered for promotion. The most common reason for rejection for promotion in all tracks was the number of publications. Awards for excellence in teaching improved chances of promotion. Teaching quality is becoming more important in academic obstetrics-gynecology departments, especially for clinical faculty. Although in most institutions promotion is not achieved without adequate research and publications, the importance of teaching excellence is obvious, with 1 of 6 (17%) departments reporting a promotion had been denied due to poor teaching evaluations.
Social Work Faculty Development: An Exploratory Study of Non-Tenure-Track Women Faculty

ERIC Educational Resources Information Center

de Saxe Zerden, Lisa; Ilinitch, Teresa L.; Carlston, Rachel; Knutson, Danielle; Blesdoe, Betsy E.; Howard, Matthew O.

2015-01-01

Administrators of schools of social work are paying more attention to the changing roles and types of faculty in their institutions, particularly given the surge of non-tenure-track faculty in academia. This topic is timely as social work grapples with the divergent roles, structure, and demographic characteristics of non-tenure-track faculty…
Understanding the Professional Life Cycle of Full-Time Non-Tenure Track Teaching Faculty Members

ERIC Educational Resources Information Center

Hayes, Lenora M.

2012-01-01

Full time non-tenure track teaching faculty is a vital part of the instructional functioning of many universities. Charged with teaching most of the classes in many departments, full-time NTTT faculty members help lighten the teaching load of tenure-track faculty members so that they, in turn, are able to engage in more research. However,…
Part-Time Community-College Faculty and the Desire for Full-Time Tenure-Track Positions: Results of a Single Institution Case Study

ERIC Educational Resources Information Center

Jacoby, Dan

2005-01-01

According to data derived from a community-college survey in the state of Washington, the majority of part-time faculty prefer full-time work. Using a logit regression analysis, the study reported in this paper suggests that typical part-timers enter their part-time teaching situations with the intent of becoming full-time, but gradually become…
Special Issue: Understanding the New Majority of Non-Tenure-Track Faculty in Higher Education--Demographics, Experiences, and Plans of Action

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2010-01-01

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

ERIC Educational Resources Information Center

Kezar, Adrianna; Maxey, Daniel; Holcombe, Elizabeth

2016-01-01

In recent decades, the employment model in higher education has markedly changed. Tenure-track faculty now represent just about 30 percent of the instructional faculty across all non-profit institutions. Meanwhile, most faculty members who provide instruction at colleges and universities today are non-tenure-track faculty, the majority of them…
Scholarly productivity for nursing clinical track faculty.

PubMed

Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S

2014-01-01

Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.
Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

PubMed

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

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

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2010-01-01

This monograph complements volume 36, issue number 4 of ASHE Higher Education Report: "Understanding the New Majority of Non-Tenure-Track Faculty," and focuses on theories applied to study non-tenure-track faculty and philosophical and practical tensions represented in the literature. The chapter "Theories Used to Study and Understand…
Work-family balance and academic advancement in medical schools.

PubMed

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

2006-01-01

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

PubMed

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

2017-04-01

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

PubMed Central

Guglielmo, B. Joseph; Edwards, David J.; Franks, Andrea S.; Naughton, Cynthia A.; Schonder, Kristine S.; Stamm, Pamela L.; Thornton, Phillip; Popovich, Nicholas G.

2011-01-01

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion. PMID:21931460
Overview: 2017 Professionals in Higher Education Salary Report

ERIC Educational Resources Information Center

Bichsel, Jacqueline; McChesney, Jasper

2017-01-01

The "Faculty in Higher Education Survey" collects data from approximately 700 higher education institutions on nearly 250,000 full-time faculty (tenure track and non-tenure track), as well as academic department heads and adjunct (pay-per-course) faculty. Data collected for full-time faculty include: salary, supplemental salary and…
Understanding the Full-Time, Non-Tenure-Track Faculty Appointment

ERIC Educational Resources Information Center

Carlucci, Pandora Grewe

2013-01-01

This dissertation explores the socialization of full-time, non-tenure-track (FTNTT) faculty members at two U.S. urban, public research universities. The increase in the use of non-tenure-track faculty appointments has been driven by the need to maximize the use of limited resources, while at the same time, address the need for increases in…
How Does University Decision Making Shape the Faculty?

ERIC Educational Resources Information Center

Cross, John G.; Goldenberg, Edie N.

2003-01-01

Even a cursory reading of the higher education literature reveals a growing concern with the changing mix of tenure-track and non-tenure-track faculty. The focus a few years ago was on the apparent withdrawal of tenure-track faculty from commitment to instruction, especially at the first- and second-year levels. The focus now is on the rapidly…
Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Nontenure-Track Faculty and the Changing Professoriate

ERIC Educational Resources Information Center

Teachers College Record, 2014

2014-01-01

Background/context: Over the past 40 years, the composition of the professoriate has changed substantially across all institutional types. Once predominantly tenure track, now nontenure-track faculty (NTTF) constitute more than 70% of the faculty. While these major changes have occurred, we know little about key stakeholders' views…
Perceptions of Interior Design Program Chairs Regarding Credentials for Faculty

ERIC Educational Resources Information Center

Miller, Beth R.

2017-01-01

The purpose of this study was to determine whether program chairs in interior design have a preferred degree credential for candidates seeking a full-time, tenure-track position or other full-time position at their institution and to determine if there is a correlation between this preference and the program chair's university's demographics,…

Seeking Balance between Challenge and Success in an Age of Accountability: A First-Year Faculty Growth Model (FFGM)

ERIC Educational Resources Information Center

Tenuto, Penny L.; Gardiner, Mary E.

2013-01-01

Committing to a tenure-track role by novice university faculty has been described as a difficult marriage, and higher educational organizations referred to as greedy, pointing to the need for research on the transition experiences of faculty themselves. The first year for faculty on the tenure-track is critical for academic faculty success in a…
Should I Stay or Should I Leave: The Question of Tenure Track Faculty Job Satisfaction at Institutions of Higher Education

ERIC Educational Resources Information Center

Maahs-Fladung, Cathy A.

2009-01-01

The purpose of this study was to explore how tenure procedures at institutions of higher education, workload, confidence in support of teaching and research objectives, climate, culture, collegiality and salary affect job satisfaction of tenure track faculty. The study compares three different cohort groups composed of tenure-track faculty from…
The Role of Cultural Diversity Climate in Recruitment, Promotion, and Retention of Faculty in Academic Medicine

PubMed Central

Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-01-01

BACKGROUND Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. OBJECTIVES To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. DESIGN Qualitative study using focus groups and semi-structured interviews. PARTICIPANTS Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. APPROACH Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. RESULTS Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. CONCLUSIONS Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate. PMID:16050848
The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.

PubMed

Price, Eboni G; Gozu, Aysegul; Kern, David E; Powe, Neil R; Wand, Gary S; Golden, Sherita; Cooper, Lisa A

2005-07-01

Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals. To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context. Qualitative study using focus groups and semi-structured interviews. Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine. Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process. Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution. Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate.
Comparison of Learning Styles of Pharmacy Students and Faculty Members

PubMed Central

Crawford, Stephanie Y.; Alhreish, Suhail K.

2012-01-01

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

ERIC Educational Resources Information Center

Jones, Willis A.; Hutchens, Neal H.; Hulbert, Azalea; Lewis, Wayne D.; Brown, David M.

2017-01-01

Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional…
The Changing Faculty and Student Success: Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning

ERIC Educational Resources Information Center

Kezar, Adrianna; Maxey, Daniel

2012-01-01

It is important to understand existing research on the connections between non-tenure-track faculty and student learning and to continue to research these issues. Although working conditions vary across the academy and even within a single institution, many faculty--particularly part-timers--are not permitted to contribute to curriculum planning…
Toward a Greater Understanding of the Tenure Track for Minorities

ERIC Educational Resources Information Center

Trower, Cathy A.

2009-01-01

To understand what life on the tenure track is like, the Collaborative on Academic Careers in Higher Education (COACHE) conducts an annual survey of tenure-track faculty. Through surveys and in focus groups and interviews, hundreds of tenure-track faculty members tell what affects their workplace satisfaction and, ultimately, their success. The…
Crossing Class Lines: A Diary.

ERIC Educational Resources Information Center

Cassebaum, Anne

2001-01-01

Presents a diary of one month spent by a professional-track professor as an adjunct. Discusses the large salary decrease, the turmoil of job insecurity, and the "invisibility" of adjunct faculty. Asserts that although faculty should feel bound together by the work they have chosen, the class rift between tenure-track and adjunct faculty has…
Promotion rates for assistant and associate professors in obstetrics and gynecology.

PubMed

Rayburn, William F; Schrader, Ronald M; Fullilove, Anne M; Rutledge, Teresa L; Phelan, Sharon T; Gener, Yolanda

2012-05-01

To estimate promotion rates of physician faculty members in obstetrics and gynecology during the past 30 years Data were collected annually by the Association of American Medical Colleges from every school between 1980 and 2009 for first-time assistant and associate professors to determine whether and when they were promoted. Data for full-time physician faculty were aggregated by decade (1980-1989, 1990-1999, 2000-2009). Faculty were included if they remained in academia for 10 years after beginning in rank. Data were analyzed by constructing estimated promotion curves and extracting 6-year and 10-year promotion rates. The 10-year promotion rates (adjusted for attrition) declined significantly for assistant professors from 35% in 1980-1989 to 32% in 1990-1999 to 26% in 2000-2009 (P<.001), and for associate professors from 37% to 32% to 26%, respectively (P<.005). These declines most likely resulted from changes in faculty composition. The most recent 15 years saw a steady increase in the proportion of entry-level faculty who were women (now 2:1) and primarily on the nontenure track. The increasing number of faculty in general obstetrics and gynecology had lower promotion probabilities than those in the subspecialties (odds ratio 0.16; P<.001). Female faculty on the nontenure track had lower promotion rates than males on the nontenure track, males on the tenure track, and females on the tenure track (odds ratio 0.8 or less; P<.01). A decline in promotion rates during the past 30 years may be attributable to changes in faculty composition. II.
Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

ERIC Educational Resources Information Center

Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

2015-01-01

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…
Case Study of Tenure-Track Early Career Faculty in a College of Education

ERIC Educational Resources Information Center

Esping, Gretchen Revay

2010-01-01

This dissertation examines an understudied group according to the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study…
The research impact of school psychology faculty.

PubMed

Watkins, Marley W; Chan-Park, Christina Y

2015-06-01

Hirsch's (2005) h index has become one of the most popular indicators of research productivity for higher education faculty. However, the h index varies across academic disciplines so empirically established norms for each discipline are necessary. To that end, the current study collected h index values from Scopus and Google Scholar databases for 401 tenure-track faculty members from 109 school psychology training programs. Male faculty tended to be more senior than female faculty and a greater proportion of the male faculty held professorial rank. However, female faculty members outnumbered males at the assistant and associate professor ranks. Although strongly correlated (rho=.84), h index values from Google Scholar were higher than those from Scopus. h index distributions were positively skewed with many faculty having low values and a few faculty having high values. Faculty in doctoral training programs exhibited significantly larger h index values than faculty in specialist training programs and there were univariate differences in h index values across academic rank and sex, but sex differences were not significant after taking seniority into account. It was recommended that the h index be integrated with peer review and diverse other indicators when considering individual merit. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
How to Get in the "First Pile"

ERIC Educational Resources Information Center

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

2011-01-01

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

ERIC Educational Resources Information Center

Sawyer, Salley; Moore, Joi

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

ERIC Educational Resources Information Center

Cain, Timothy Reese

2015-01-01

American higher education is in the midst of a staffing crisis. More than three quarters of faculty members work off the tenure track, often with no job security, low wages, and few prospects for advancement. While the contingent labor force is diversified--including highly qualified but part-time laborers piecing together positions at multiple…
Gender inequality in career advancement for females in Japanese academic surgery.

PubMed

Okoshi, Kae; Nomura, Kyoko; Fukami, Kayo; Tomizawa, Yasuko; Kobayashi, Katsutoshi; Kinoshita, Koichi; Sakai, Yoshiharu

2014-11-01

During the past three decades, the participation of women in medicine has increased from 10.6% (1986) to 19.7% (2012) in Japan. However, women continue to be underrepresented in the top tiers of academic medicine. We highlight gender inequality and discuss the difficulties faced by female surgeons in Japanese academic surgery. Using anonymous and aggregate employment data of medical doctors at Kyoto University Hospital from 2009 and 2013, and a commercially-published faculty roster in 2012-2013, we compared gender balance stratified by a professional and an academic rank. The numbers of total and female doctors who worked at Kyoto University Hospital were 656 and 132 (20.1%) in 2009 and 655 and 132 (20.2%) in 2013, respectively. Approximately half the men (n = 281) were in temporary track and the rest (n = 242) were in tenure track, but only one fifth of women (n = 24) were in tenure track compared to 108 women in temporary track (p < 0.0001) in 2013. There were three female associate professors in basic medicine (8.1%), two female professors in clinical non-surgical medicine (3.9%) and one female lecturer in clinical surgical medicine (2.3%) in 2012. Fewer female doctors were at senior positions and at tenure positions than male doctors at Kyoto University Hospital. There were no female associate and full professors in surgery. The status of faculty members indicates the gender differences in leadership opportunities in Japanese academic surgery.
National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track.

PubMed

Williams, Wendy M; Ceci, Stephen J

2015-04-28

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships.
National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

PubMed Central

Williams, Wendy M.; Ceci, Stephen J.

2015-01-01

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non–math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships. PMID:25870272
Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

ERIC Educational Resources Information Center

Garrison-Wade, Dorothy F.; Diggs, Gregory A.; Estrada, Diane; Galindo, Rene

2012-01-01

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study…

Reversing Course in Pennsylvania Higher Education: The Two Tiers in Faculty Pay and Benefits and a Way Forward

ERIC Educational Resources Information Center

Brill, Deidre; Herzenberg, Stephen

2010-01-01

Over the last generation, the instructional staffing system in U.S. higher education has experienced a significant reduction in the proportion of jobs for full-time tenured and tenure-track faculty members and a dramatic growth in "contingent" instructors--full-time non tenure track, part-time/adjunct faculty and graduate employees.…
Male and Female Summer Interns in Engineering from 2007-2012

NASA Technical Reports Server (NTRS)

Hall, Cathy W.; Brush, Kimberly M.; Pinelli, Thomas E.

2013-01-01

The purpose of this study was to ascertain the colleges and universities from which engineering interns were chosen for the Langley Aerospace Research Student Scholars (LARSS) internship program over a six year period. While the initial question was where the interns were from, information was also obtained on these colleges and universities' rankings with respect to female faculty in tenure/tenure-track positions as well as research expenditures according to the American Society for Engineering Education's (ASEE) 2012 Annual Report. The majority of interns were selected from 14 institutions. Eight of the institutions for female interns and 7 for male interns were also cited as having the largest percentages/numbers of female faculty according to ASEE data. In 10 of the 14 institutions for male interns and 9 of 14 for female interns, the institutions were cited as having some of the highest research expenditures. Last, data from ASEE's report on bachelor degrees awarded in 2011 was assessed with respect to the 21 institutions listed as having higher numbers of women in tenure/tenure-track positions. The majority of these institutions represented larger engineering programs with a sizeable number of engineering faculty. These 21institutions accounted for 24.4% of the total engineering bachelor degrees awarded in 2011, with 27.4% of all female and 23.8% of all male graduates in the U.S.
Promotion Rates for Assistant and Associate Professors in Obstetrics and Gynecology

PubMed Central

Rayburn, William F.; Schrader, Ronald M.; Fullilove, Anne M.; Rutledge, Teresa L.; Phelan, Sharon T.; Gener, Yolanda

2015-01-01

OBJECTIVE To estimate promotion rates of physician faculty members in obstetrics and gynecology during the past 30 years METHODS Data were collected annually by the Association of American Medical Colleges from every school between 1980 and 2009 for first-time assistant and associate professors to determine whether and when they were promoted. Data for full-time physician faculty were aggregated by decade (1980–1989, 1990–1999, 2000–2009). Faculty were included if they remained in academia for 10 years after beginning in rank. Data were analyzed by constructing estimated promotion curves and extracting 6-year and 10-year promotion rates. RESULTS The 10-year promotion rates (adjusted for attrition) declined significantly for assistant professors from 35% in 1980–89 to 32% in 1990–99 to 26% in 2000–09 (p < 0.001); and for associate professors from 37% to 32% to 26% respectively (p < 0.005). These declines likely resulted from changes in faculty composition. The most recent 15 years saw a steady rise in the proportion of entry-level faculty who were women (now 2:1) and primarily on the non-tenure track. The rising number of faculty in general obstetrics and gynecology had lower promotion probabilities than those in the subspecialties (OR = 0.16, p < 0.001). Female faculty on the non-tenure track had lower promotion rates than males in the non-tenure track, males in the tenure track, and females in the tenure track (ORs ≤ 0.8, p < 0.01). CONCLUSION A decline in promotion rates during the past 30 years may be attributable to changes in faculty composition. PMID:22525914
Now hiring! Empirically testing a three-step intervention to increase faculty gender diversity in STEM

USGS Publications Warehouse

Smith, Jessi L.; Handley, Ian M.; Zale, Alexander V.; Rushing, Sara; Potvin, Martha A.

2015-01-01

Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, the vast majority of university faculty in science, technology, engineering, and mathematics (STEM) fields are men. We conducted a randomized and controlled three-step faculty search intervention based in self-determination theory aimed at increasing the number of women faculty in STEM at one US university where increasing diversity had historically proved elusive. Results show that the numbers of women candidates considered for and offered tenure-track positions were significantly higher in the intervention groups compared with those in controls. Searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and women who were made an offer were 5.8 times more likely to accept the offer from an intervention search. Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension.
Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM

PubMed Central

Smith, Jessi L.; Handley, Ian M.; Zale, Alexander V.; Rushing, Sara; Potvin, Martha A.

2015-01-01

Workforce homogeneity limits creativity, discovery, and job satisfaction; nonetheless, the vast majority of university faculty in science, technology, engineering, and mathematics (STEM) fields are men. We conducted a randomized and controlled three-step faculty search intervention based in self-determination theory aimed at increasing the number of women faculty in STEM at one US university where increasing diversity had historically proved elusive. Results show that the numbers of women candidates considered for and offered tenure-track positions were significantly higher in the intervention groups compared with those in controls. Searches in the intervention were 6.3 times more likely to make an offer to a woman candidate, and women who were made an offer were 5.8 times more likely to accept the offer from an intervention search. Although the focus was on increasing women faculty within STEM, the intervention can be adapted to other scientific and academic communities to advance diversity along any dimension. PMID:26955075
My Position Comes with Privilege: I'm Going to Learn How to Use It

ERIC Educational Resources Information Center

Richardson, Scott

2014-01-01

This composite nonfiction narrativizes the experiences of Daniel Meyers, an assistant professor of education. Specifically, it details his transition from a graduate program to working as a full-time tenure track faculty member at a public state university. Methodologically, this research relies on parallax as an important tool to understanding…
Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers

PubMed Central

Rybarczyk, Brian J.; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda

2016-01-01

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars’ continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation. PMID:27543634
Training the teachers. The clinician-educator track of the University of Washington Pulmonary and Critical Care Medicine Fellowship Program.

PubMed

Adamson, Rosemary; Goodman, Richard B; Kritek, Patricia; Luks, Andrew M; Tonelli, Mark R; Benditt, Joshua

2015-04-01

The University of Washington was the first pulmonary and critical care medicine fellowship training program accredited by the Accreditation Council for Graduate Medical Education to create a dedicated clinician-educator fellowship track that has its own National Residency Matching Program number. This track was created in response to increasing demand for focused training in medical education in pulmonary and critical care. Through the Veterans Health Administration we obtained a stipend for a clinician-educator fellow to dedicate 12 months to training in medical education. This takes place predominantly in the second year of fellowship and is composed of several core activities: fellows complete the University of Washington's Teaching Scholars Program, a professional development program designed to train leaders in medical education; they teach in a variety of settings and receive feedback on their work from clinician-educator faculty and the learners; and they engage in scholarly activity, which may take the form of scholarship of teaching, integration, or investigation. Fellows are guided throughout this process by a primary mentor and a mentoring committee. Since funding became available in 2009, two of the three graduates to date have successfully secured clinician-educator faculty positions. Graduates uniformly believe that the clinician-educator track met their training goals better than the research-based track would have.
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,…
First-Year Faculty of Color: Narratives about Entering the Academy

ERIC Educational Resources Information Center

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

2017-01-01

The experiences of first-year, tenure-track faculty have been missing in the literature about new or junior faculty. Furthermore, the extant literature about new faculty does not offer a critical outlook on how oppressive institutional structures shape how first-year faculty of color approach faculty work. Drawing from analytical narratives, the…
A Survey of Employment Opportunities in the Atmospheric Sciences, 1981-1991.

NASA Astrophysics Data System (ADS)

Hanson, Howard P.

1993-06-01

Results from an analysis of 11 years of the AMS Employment Announcements newsletter are discussed. The strongest signals in the record of various job categories are the annual cycle in advertisements of tenure-track faculty positions and the interannual variations in the overall market, which are dominated by private-sector positions. On average, there are 23±9 new positions announced each month, with maxima in March and November and the minimum in July. The overall market grew throughout the mid-1980s, but has declined in recent years.
A review of trends in attrition rates for surgical faculty: a case for a sustainable retention strategy to cope with demographic and economic realities.

PubMed

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

2013-05-01

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

PubMed

Carbajal, Guillermo; Gomez, Alvaro; Pereyra, Gabriela; Lima, Ramiro; Preciozzi, Javier; Vazquez, Luis; Villar, Alvaro

2010-01-01

Neuronavigation is the application of image guidance to neurosurgery where the position of a surgical tool can be displayed on a preoperative image. Although this technique has been used worldwide in the last ten years, it was never applied in Uruguay due to its cost. In an ongoing project, the Engineering Faculty (Universidad de la República), the Hospital de Clínicas (Medicine Faculty - Universidad de la República) and the Regional Hospital of Tacuarembó are doing the first experimental trials in neuronavigation. In this project, a prototype based on optical tracking equipment and the open source software IGSTK (Image Guided Surgery Toolkit) is under development and testing.
Benchmarking and gap analysis of faculty mentorship priorities and how well they are met.

PubMed

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

2016-01-01

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

ERIC Educational Resources Information Center

Kezar, Adrianna; Maxey, Daniel

2012-01-01

Institutional researchers might know more about non-tenure-track (NTT) faculty than leaders on many college campuses, particularly four-year institutions and research universities (Cross and Goldenberg, 2009). As such, institutional researchers play an important role in educating campus leaders about this growing segment of the academic workforce.…
Clinician-Educator Tracks for Residents: Three Pilot Programs

ERIC Educational Resources Information Center

Jibson, Michael D.; Hilty, Donald M.; Arlinghaus, Kimberly; Ball, Valdesha L.; McCarthy, Tracy; Seritan, Andreea L.; Servis, Mark E.

2010-01-01

Objective: Over the past 30 years, clinician-educators have become a prominent component of medical school faculties, yet few of these individuals received formal training for this role and their professional development lags behind other faculty. This article reviews three residency tracks designed to build skills in teaching, curriculum…
Off-Track Profs: Nontenured Teachers in Higher Education

ERIC Educational Resources Information Center

Cross, John G.; Goldenberg, Edie N.

2011-01-01

Much attention has been paid to the increasing proportion of non-tenure-track faculty--adjuncts, lecturers, and others--in American higher education. Critics charge that universities exploit "contingent faculty" and graduate students, engaging in a type of bait and switch to attract applicants (advertising institutional standing based on…
Developing a Faculty Learning Community for Non-Tenure Track Professors

ERIC Educational Resources Information Center

Bond, Nathan

2015-01-01

Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty…
A qualitative study of faculty members' views of women chairs.

PubMed

Isaac, Carol; Griffin, Lindsay; Carnes, Molly

2010-03-01

Concurrent with the evolving role of the department chair in academic medicine is the entry of women physicians into chair positions. Because implicit biases that stereotypically masculine behaviors are required for effective leadership remain strong, examining faculty members' perceptions of their chair's leadership in medical school departments with women chairs can provide insight into the views of women leaders in academic medicine and the complex ways in which gender may impact these chairs' leadership style and actions. We conducted semistructured interviews with 13 male and 15 female faculty members representing all faculty tracks in three clinical departments chaired by women. Inductive, qualitative analysis of the subsequent text allowed themes to emerge across interviews. Four themes emerged regarding departmental leadership. One dealt with the leadership of the previous chair. The other three described the current chair's characteristics (tough, direct, and transparent), her use of communal actions to help support and mentor her faculty, and her ability to build power through consensus. Because all three chairs were early in their tenure, a wait and see attitude was frequently expressed. Faculty generally viewed having a woman chair as an indication of positive change, with potential individual and institutional advantages. This exploratory study suggests that the culture of academic medicine has moved beyond questioning women physicians' competence to lead once they are in top organizational leadership positions. The findings are also consonant with experimental research indicating that women leaders are most successful when they pair stereotypic male (agentic) behaviors with stereotypic female (communal) behaviors. All three chairs exhibited features of a transformational leadership style and characteristics deemed essential for effective leadership in academic medicine.
A Qualitative Study of Faculty Members' Views of Women Chairs

PubMed Central

Isaac, Carol; Griffin, Lindsay

2010-01-01

Abstract Background Concurrent with the evolving role of the department chair in academic medicine is the entry of women physicians into chair positions. Because implicit biases that stereotypically masculine behaviors are required for effective leadership remain strong, examining faculty members' perceptions of their chair's leadership in medical school departments with women chairs can provide insight into the views of women leaders in academic medicine and the complex ways in which gender may impact these chairs' leadership style and actions. Methods We conducted semistructured interviews with 13 male and 15 female faculty members representing all faculty tracks in three clinical departments chaired by women. Inductive, qualitative analysis of the subsequent text allowed themes to emerge across interviews. Results Four themes emerged regarding departmental leadership. One dealt with the leadership of the previous chair. The other three described the current chair's characteristics (tough, direct, and transparent), her use of communal actions to help support and mentor her faculty, and her ability to build power through consensus. Because all three chairs were early in their tenure, a wait and see attitude was frequently expressed. Faculty generally viewed having a woman chair as an indication of positive change, with potential individual and institutional advantages. Conclusions This exploratory study suggests that the culture of academic medicine has moved beyond questioning women physicians' competence to lead once they are in top organizational leadership positions. The findings are also consonant with experimental research indicating that women leaders are most successful when they pair stereotypic male (agentic) behaviors with stereotypic female (communal) behaviors. All three chairs exhibited features of a transformational leadership style and characteristics deemed essential for effective leadership in academic medicine. PMID:20156081

Diversity: A key aspect of 21st century faculty roles as implemented in the Robert Wood Johnson Foundation Nurse Faculty Scholars program.

PubMed

Adams, Linda Thompson; Campbell, Jacquelyn; Deming, Katie

Academic nursing faculty play a vital role in recruiting a diverse student body to increase the diversity of the profession and educate students to provide culturally sensitive care to expand equitable health care. The purpose of the study is to present the Robert Wood Johnson Foundation Nurse Faculty Scholars program diversity initiatives and outcomes. Data on the diversity of the 90 scholars and their diversity-related leadership positions were compiled. Although the program was designed with selection criteria to encourage racial/ethnic and gender diversity, it was not until a diversity strategic plan was designed and implemented that sufficient diversity in the applicant pool and consistent diversity among the scholars was achieved. The program also included highly evaluated leadership content in diversity and inclusion. Lessons learned from the program are important for the assurance of continued diversity among tenure-track nursing faculty, commitment to diversity in the nursing workforce among all faculty, and support in nursing education on providing culturally sensitive nursing care and nursing research that addresses health inequities. Copyright © 2017 Elsevier Inc. All rights reserved.
Factors Contributing to Job Satisfaction and Dissatisfaction among Non-Tenure-Track Faculty

ERIC Educational Resources Information Center

Waltman, Jean; Bergom, Inger; Hollenshead, Carol; Miller, Jeanne; August, Louise

2012-01-01

While scholars have investigated the recent influx of non-tenure-track faculty (NTTF), few have talked extensively with NTTF to understand their perspectives. Using Herzberg's motivation-hygiene theory, we present focus group findings about job satisfaction of NTTF at 12 research universities. We highlight policies supporting teaching, job…
Non-Tenure Track Faculty and Learning Communities: Bridging the Divide to Enhance Teaching Quality

ERIC Educational Resources Information Center

Banasik, MaryJo D.; Dean, Jennifer L.

2016-01-01

Institutions of higher education are increasingly hiring non-tenure track faculty members (NTTF) to help meet the demands of the institutional teaching mission. Research suggests NTTF experience inadequate working conditions that hinder performance and negatively impact the quality of undergraduate education. Given the growing number of NTTF…
Non-Tenure-Track Faculty Job Satisfaction and Organizational Sense of Belonging

ERIC Educational Resources Information Center

Hudson, Barbara Krall

2013-01-01

Non-tenure-track (NTT) faculty are playing an increasingly larger role in the instruction of students in higher education. They provide a flexible workforce with specialized expertise, often prefer to work part-time and frequently teach large introductory courses. Concerns about their treatment and the environment in which they work are often…
A Pipeline to the Tenure Track

ERIC Educational Resources Information Center

Roach, Ronald

2009-01-01

Despite U.S. higher education facing a wave of retirements by older baby boomer and World War II-era born professors, there remain large pockets in the academic work force, such as life science faculties at research universities and humanities/social science faculties across all of academia, where tenure-track jobs are scarce and the market is…
Supporting Online Faculty through a Sense of Community and Collegiality

ERIC Educational Resources Information Center

Terosky, Aimee LaPointe; Heasley, Chris

2015-01-01

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality…
Analysis by Gender of the Doctoral and Postdoctoral Institutions of Faculty Members at the Top-Fifty Ranked Chemistry Departments

ERIC Educational Resources Information Center

Kuck, Valerie J.; Marzabadi, Cecilia H.; Buckner, Janine P.; Nolan, Susan A.

2004-01-01

A survey of 1988-1992 doctoral graduates from 11 highly ranked chemistry departments found no statistical difference in the percentages of men and women who pursued tenure-track positions at Ph.D.-granting institutions. The goal of the survey was to determine whether the top National Research Council (NRC)-rated institutions were also the top…
Perceptions of Faculty Status among Academic Librarians

ERIC Educational Resources Information Center

Galbraith, Quinn; Garrison, Melissa; Hales, Whitney

2016-01-01

This study measures the opinions of ARL librarians concerning the benefits and disadvantages of faculty status in academic librarianship. Average responses from faculty and nonfaculty librarians, as well as from tenured and tenure-track librarians, are analyzed to determine the general perceptions of each group. Overall, faculty librarians…
Investigating Faculty Perceptions of Professional Development Opportunities

ERIC Educational Resources Information Center

Brammer, Dawn

2014-01-01

The purpose of this quantitative survey research was to explore newer, tenure track faculty members' perceptions of professional development opportunities, specifically in the areas of time management, tenure and promotion, and faculty socialization. More specifically, this quantitative approach utilized new faculty, hired in the last five years,…
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…
Gender Disparities in Academic Practice.

PubMed

Waljee, Jennifer F; Chang, Kate Wan-Chu; Kim, H Myra; Gyetko, Margaret R; Quint, Elisabeth H; Lukacs, Nicholas W; Woolliscroft, James O; Chung, Kevin C

2015-09-01

In academia, women remain underrepresented. The authors' sought to examine differences in faculty position and professional satisfaction among academic physicians by gender. From 2008 to 2012, academic faculty members at a single institution were surveyed (2008, n = 737; 2010, n = 1151; and 2012, n = 971) regarding current position, choice of position, professional satisfaction, and desire for leaving. Logistic regression was performed to compare aspects of professional satisfaction by gender. Men more often held tenure track positions compared with women (2008, 45 percent versus 20 percent; 2010, 47 percent versus 20 percent; and 2012, 49 percent versus 20 percent; p < 0.001). Women were more likely to engage in only clinical activities compared with men (2008, 31 percent versus 18 percent; 2010, 28 percent versus 14 percent; and 2012, 33 percent versus 13 percent; p < 0.001) and less likely to participate in research. Women chose tracks to accommodate work-life balance [2008, OR, 1.9 (95 percent CI, 1.29 to 2.76); 2010, OR, 2.0 (95 percent CI, 1.38 to 2.76); and 2012, OR, 2.1 (95 percent CI, 1.40 to 3.00)], rather than the opportunity of tenure [2008, OR, 0.4 (95 percent CI, 0.23 to 0.75); 2010, OR, 0.5 (95 percent CI, 0.35 to 0.85); and 2012, OR, 0.5 (95 percent CI, 0.29 to 0.76) compared with men. Men reported higher professional satisfaction compared with women (2008, 5.7 versus 5.4, p < 0.009; 2012, 5.3 versus 5.0, p < 0.03). Men were more likely to leave because of leadership opportunities (14.4 percent versus 9.2 percent, p < 0.03) and compensation (14.2 percent versus 9.2 percent, p < 0.03) compared with women. Women report lower levels of professional satisfaction in academic practice compared with men. Given the increasing pressures of academic practice, efforts to align work-life balance and professional goals could potentially improve faculty satisfaction and retention.
Faculty of Color and Role Performance. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Alexander-Snow, Mia; Johnson, Barbara J.

This study examined the issues and pressures that new and junior faculty of color experienced at predominantly white colleges and universities, and includes recommendations for administrators, graduate students, majority faculty, and faculty of color. Twelve African American and 19 Latino first-, second-, and third-year tenure-track faculty…
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…
How Do Medical Schools Use Measurement Systems To Track Faculty Activity and Productivity in Teaching?

ERIC Educational Resources Information Center

Mallon, William T.; Jones, Robert F.

2002-01-01

Identified medical schools or departments that used metric systems to quantify faculty activity and productivity in teaching and analyzed purposes and progress of those systems. Found that identifying a "rational" method for distributing funds was the most common reason articulated, and that schools varied in types of information tracked. Also…
Transitioning from clinical practice to academia: university expectations on the tenure track.

PubMed

Clark, Nancy J; Alcala-Van Houten, Luzmaria; Perea-Ryan, Mechelle

2010-01-01

Approximately 37% of tenured or tenure track nursing faculty in universities have a terminal degree at the master's level. Often these faculty enter academic culture devoid of the socialization that their doctoral level colleagues experienced in graduate school. Embedded in the doctoral culture is an awareness of the rigorous path to promotion and tenure, both of which are necessary for retention at the university. Achievement of rank and tenure rely on standards quite different from promotion in clinical or practice settings. The authors offer an informative and reflective framework for new faculty. It introduces novice educators to the values of the university and role transition, suggests methods for success, and contains personal reflections of the first year on the tenure track.
Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

PubMed

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

2016-03-01

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

PubMed Central

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

2016-01-01

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

PubMed

Rotbart, Harley A; McMillen, Deborah; Taussig, Heather; Daniels, Stephen R

2012-01-01

To determine the extent of gender inequity in a large academic pediatrics department and to demonstrate an assessment methodology other departments can use. Using deidentified data, the authors evaluated all promotion track faculty in the University of Colorado School of Medicine's Department of Pediatrics in 2009 by five parameters: promotion, tenure, leadership roles, faculty retention, and salary. Outcome metrics included time to promotion and at rank; awards of tenure, time to tenure, and time tenured; departmental leadership positions in 2009; attrition rates from 2000 to 2009; and salary in academic year 2008-2009 compared with national benchmarks. Women constituted 54% (60/112) of assistant professors and 56% (39/70) of associate professors but only 23% (19/81) of professors. Average years to promotion at each rank and years at assistant and associate professor were identical for men and women; male professors held their rank six years longer. Only 18% (9/50) of tenured faculty were women. Men held 75% (18/24) of section head and 83% (6/7) of vice chair positions; women held 62% (13/21) of medical director positions. More women than men retired as associate professors and resigned/relocated as professors. Women's pay (98% of national median salary) was lower than men's (105% of median) across all ranks and specialties. These gender disparities were due in part to women's later start in academics and the resulting lag time in promotion. Differences in the awarding of tenure, assignment of leadership roles, faculty retention, and salary may also have played important roles.
Scholarly Mentor Program: Supporting Faculty in the Writing and Publication Process

ERIC Educational Resources Information Center

Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian

2018-01-01

The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…
Faculty Housing Assistance: A Model for Success.

ERIC Educational Resources Information Center

Mertens, Cynthia A.; Beaudoin, Ralph H.

1993-01-01

Santa Clara University (California), located where housing costs are high, has developed a faculty housing assistance program to retain faculty. It consists of a shared appreciation mortgage loan, a low interest down payment loan program, and a rental stipend program to give tenure-track faculty an opportunity to save for home purchase. (MSE)

Family Policies and Institutional Satisfaction: An Intersectional Analysis of Tenure-Track Faculty

ERIC Educational Resources Information Center

Schneller, Heather Lee

2012-01-01

Gender and faculty career advancement have been examined with a focus on academic work environment, including faculty workloads, mentoring relationships, access to research networks, and work-life balance. Previous studies concerned with gender, employment, and care work only have considered child care. Additionally, the exploration of faculty and…
Reinventing First-Year Composition at the First Land-Grant University: A Cautionary Tale.

ERIC Educational Resources Information Center

Graham, Margaret Baker; Birmingham, Elizabeth; Zachry, Mark

1997-01-01

Examines the restructuring of first-year composition at Iowa State University. Discusses the exodus of tenure-track faculty from first-year composition in the late 1970's and early 1980's; why upper administration is now mandating tenure-track faculty's return; why the department of English is cooperating; and potential risks in cooperating or not…
Understanding the Changing Faculty Workforce in Higher Education: A Comparison of Full-Time Non-Tenure Track and Tenure Line Experiences

ERIC Educational Resources Information Center

Ott, Molly; Cisneros, Jesus

2015-01-01

Non-tenure track faculty are a growing majority in American higher education, but research examining their work lives is limited. Moreover, the theoretical frameworks commonly used by scholars have been critiqued for reliance on ideologically charged assumptions. Using a conceptual model developed from Hackman and Oldham's (1980) Job…
Predictors of job satisfaction among academic faculty members: do instructional and clinical staff differ?

PubMed

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

2010-10-01

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

ERIC Educational Resources Information Center

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

2010-01-01

Much has been written about the trials and tribulations of junior tenure-track faculty; much has also been written about the difficulties faced by women and minority faculty. However, there is very little research about the experiences of minority women faculty who are also tenure-earning, but untenured; what little research does exist tends to…
The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning

ERIC Educational Resources Information Center

Kezar, Adrianna; Maxey, Daniel

2012-01-01

It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for…
Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences

ERIC Educational Resources Information Center

Gonzalez, Juan Carlos

2007-01-01

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

PubMed

Sehgal, Niraj L; Neeman, Naama; King, Talmadge E

2017-01-01

Academic medical centers (AMCs) and their academic departments are increasingly assuming leadership in the education, science, and implementation of quality improvement (QI) and patient safety efforts. Fostering, recognizing, and promoting faculty leading these efforts is challenging using traditional academic metrics for advancement. The authors adapted a nationally developed QI portfolio, adopted it into their own department's advancement process in 2012, and tracked its utilization and impact over the first two years of implementation. Sixty-seven QI portfolios were submitted with 100% of faculty receiving their requested academic advancement. Women represented 60% of the submitted portfolios, while the Divisions of General Internal Medicine and Hospital Medicine accounted for 60% of the submissions. The remaining 40% were from faculty in 10 different specialty divisions. Faculty attitudes about the QI portfolio were overwhelmingly positive, with 83% agreeing that it "was an effective tool for helping to better recognize faculty contributions in QI work" and 85% agreeing that it "was an effective tool for elevating the importance of QI work in our department." The QI portfolio was one part of a broader effort to create opportunities to recognize and support faculty involved in improvement work. Further adapting the tool to ensure that it complements-rather than duplicates-other elements of the advancement process is critical for continued utilization by faculty. This will also drive desired dissemination to other departments locally and other AMCs nationally who are similarly committed to cultivating faculty career paths in systems improvement.
The NSF-Supported ADVANCE Initiative at the University of Michigan Aimed at Successful Recruitment and Retention of Women Faculty in Science and Engineering

NASA Astrophysics Data System (ADS)

Mukasa, S. B.; Committee, S.

2004-12-01

The University of Michigan obtained funding from the NSF ADVANCE Program for 2001-2006 to devise and implement strategies to improve representation and climate for its tenure-track women faculty in the natural sciences departments and the College of Engineering. In addition to increased representation and an improved campus environment for women faculty in science and engineering, the initiative aims to positively affect - through exposure to role models - the expectations and attitudes of the many women and men who are graduate and undergraduate students in these fields who make a sizeable pool from which future faculty are going to be drawn. This initiative was launched with a campus-wide survey to pinpoint problem areas, followed by the appointment of a committee of senior faculty now known as "Science and Technology Recruiting to Improve Diversity and Excellence" or STRIDE to provide information and advice about practices that will maximize the likelihood that well-qualified female and minority candidates for faculty positions will be identified, and, if selected for offers, recruited, retained, and promoted at the University of Michigan. The principal activities of STRIDE have so far included (i) helping in the development of an easy-to-navigate website with information about the ADVANCE project (URL: http://www.umich.edu/~advproj/index.html); (ii) development of a data-based PowerPoint presentation about non-conscious bias and the low numbers of women faculty in science and engineering; (iii) producing a handbook that offers guidelines for improving recruitment of women and minorities; and (iv) giving presentations in a variety of formats and providing advice to department chairs and other recruitment leaders on search committee composition and search practices. More recently, STRIDE has expanded its scope to include facilitation of departmental climate studies and informal discussions with women faculty about the importance of networking and receiving career mentoring.
The Workplace Satisfaction of Newly-Tenured Faculty Members at Research Universities

ERIC Educational Resources Information Center

Russell, Brendan Christopher

2013-01-01

If faculty are dissatisfied with their work, colleges and universities can experience educational and organizational repercussions that include contentious departmental climates and stagnant work productivity. Researchers have studied the workplace satisfaction of faculty during three traditional career stages: the tenure-track, middle-career, and…
Blended Learning: A Dangerous Idea?

ERIC Educational Resources Information Center

Moskal, Patsy; Dziuban, Charles; Hartman, Joel

2013-01-01

The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the…
Supporting Non-Tenure-Track Faculty at 4-Year Colleges and Universities: A National Study of Deans' Values and Decisions

ERIC Educational Resources Information Center

Gehrke, Sean J.; Kezar, Adrianna

2015-01-01

This study examines the values held by 264 academic deans and the decisions they make pertaining to supporting non-tenure-track faculty (NTTF). Multiple analyses are utilized to examine the prevalence of supportive policies for both full- and part-time NTTF, as well as the extent to which deans' values are associated with the existence of these…
The Ruptured Pipeline: Analysis of the Mining Engineering Faculty Pipeline

NASA Astrophysics Data System (ADS)

Poulton, M.

2011-12-01

The booming commodities markets of the past seven years have created an enormous demand for economic geologists, mining engineers, and extractive metallurgists. The mining sector has largely been recession proof due to demand drivers coming from developing rather than developed nations. The strong demand for new hires as well as mid-career hires has exposed the weakness of the U.S. university supply pipeline for these career fields. A survey of mining and metallurgical engineering faculty and graduate students was conducted in 2010 at the request of the Society for Mining, Metallurgy, and Exploration. The goals of the surveys were to determine the demographics of the U.S. faculty in mining and metallurgical engineering, the expected faculty turn over by 2010 and the potential supply of graduate students as the future professorate. All Mining Engineering and Metallurgical Engineering degrees in the U.S. are accredited by the Accreditation Board for Engineering and Technology (ABET) and the specific courses required are set by the sponsoring professional society, Society for Mining, Metallurgy, and Exploration. There are 13 universities in the U.S. that offer a degree in Mining Engineering accredited as Mining Engineering and 1 university that grants a Mining Engineering degree accredited under general engineering program requirements. Faculty numbers are approximately 87 tenure track positions with a total undergraduate enrollment of slightly over 1,000 in the 2008-2009 academic year. There are approximately 262 graduate students in mining engineering in the U.S. including 87 Ph.D. students. Mining Engineering department heads have identified 14 positions open in 2010 and 18 positions expected to be open in the next 5 years and an additional 21 positions open by 2020. The current survey predicts a 56% turn over in mining faculty ranks over the next 10 years but a retirement of 100% of senior faculty over 10 years. 63% of graduate students say they are interested in a university career at some point in their lives but only 6% of the PhD respondents had applied for the open positions. 69% of Ph.D. students in the survey had graduation dates that would have made them eligible to apply for the open positions. 51% of the responding graduate students are US citizens. Full time graduate student enrollment would have to increase by 75% in order to provide enough graduate students to meet tenure and promotion expectations for mining engineering faculty in the U.S. New research funding on the order of $17M per year would have to be supplied to sustain the mining engineering faculty at a level expected of most R1 engineering colleges. Salaries for new faculty hires are comparable to those offered to BSc graduates by industry. The difficulties in achieving tenure due to lack of government research funding have made academic careers unattractive. If a solution is not found soon to refill the faculty pipeline, the U.S. is in danger of losing nearly all of its capacity to educate students in mining engineering.
Evidence-based use of electronic clinical tracking systems in advanced practice registered nurse education: an integrative review.

PubMed

Branstetter, M Laurie; Smith, Lynette S; Brooks, Andrea F

2014-07-01

Over the past decade, the federal government has mandated healthcare providers to incorporate electronic health records into practice by 2015. This technological update in healthcare documentation has generated a need for advanced practice RN programs to incorporate information technology into education. The National Organization of Nurse Practitioner Faculties created core competencies to guide program standards for advanced practice RN education. One core competency is Technology and Information Literacy. Educational programs are moving toward the utilization of electronic clinical tracking systems to capture students' clinical encounter data. The purpose of this integrative review was to evaluate current research on advanced practice RN students' documentation of clinical encounters utilizing electronic clinical tracking systems to meet advanced practice RN curriculum outcome goals in information technology as defined by the National Organization of Nurse Practitioner Faculties. The state of the science depicts student' and faculty attitudes, preferences, opinions, and data collections of students' clinical encounters. Although electronic clinical tracking systems were utilized to track students' clinical encounters, these systems have not been evaluated for meeting information technology core competency standards. Educational programs are utilizing electronic clinical tracking systems with limited evidence-based literature evaluating the ability of these systems to meet the core competencies in advanced practice RN programs.
Supporting Faculty Grassroots Leadership

ERIC Educational Resources Information Center

Kezar, Adrianna; Lester, Jaime

2009-01-01

Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of…
Stress Levels in Tenure-Track and Recently Tenured Faculty Members in Selected Institutions of Higher Education in Northeast Tennessee

ERIC Educational Resources Information Center

Carr, Amanda R.

2014-01-01

The purpose of this quantitative study was to compare the stress, strain, and coping levels between pretenured faculty and recently tenured faculty in institutions of higher education in Northeast Tennessee. Aging faculty population combined with talented people leaving the area is common in rural parts of the United States. There is a need to…
A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

ERIC Educational Resources Information Center

Terry, Janet L.; Geske, Joel

A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…
Report on the Representation of Women and Minorities in Texas Public Institutions of Higher Education, 1994-1996.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, Austin.

This document presents two sets of data for Texas public institutions of higher learning: (1) the number of women faculty and (2) enrollment of racial and ethnic minority students. Text summaries and data tables for women include: full-time faculty, including tenured and tenure-track; full-time faculty new hires; full-time faculty promotions;…
Observation of clinical teaching: interest in a faculty development program for surgeons.

PubMed

Peyre, Sarah E; Frankl, Susan E; Thorndike, Mary; Breen, Elizabeth M

2011-01-01

Observation of clinical teaching is a powerful tool to develop faculty teaching skills. However, the process of being observed can be intimidating for any educator. Our aim is to assess interest in an Observation of Teaching Program within an academic surgical department. An electronic survey asking faculty to indicate interest in participation in a faculty development program that consists of a peer, expert, and/or cross-disciplinary physician observation of teaching was used. Faculty members were also asked whether they would like to observe other faculty as part of a peer-review track. The results were compiled for descriptive statistical analysis. Electronic survey. In all, 46 faculty, all of whom have assigned medical student and resident teaching responsibilities, were introduced to the Observation of Teaching Program and surveyed on their interest in participating. A total of 87% (40/46) of faculty responded after 2 e-mails and 75% (30/40) indicated interest in the Observation of Teaching Program. All faculty who responded positively indicated interest in expert review (30/30), 90% (27/30) in peer review, 87% (26/30) in surgeon review, and 83% (25/30) in cross-disciplinary physician review. A total of 48% (19/40) indicated interest in observing others. Of those who were not interested in the Observation of Teaching Program, restrictions on time (4/10), not enough clinical care responsibilities (2/10), not wanting to be watched (2/10), and program did not seem effective (1/10) were cited as reasons for not participating. Surgical faculty are interested in being observed and receiving feedback about their clinical teaching by experts, peers, colleagues, and cross-disciplinary physicians. Professional development programs for surgeons should consider observation as a teaching methodology. Copyright © 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

PubMed

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

2011-08-01

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

ERIC Educational Resources Information Center

National Academies Press, 2010

2010-01-01

"Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty" presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this…
Mentoring Postsecondary Tenure-Track Faculty: A Theory-Building Case Study and Implications for Institutional Policy

ERIC Educational Resources Information Center

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

2011-01-01

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

ERIC Educational Resources Information Center

Thomas, Jacqueline; Goswami, Jaya S.

2013-01-01

A well-designed professional development program can help first- and second-year faculty thrive in their new academic environment. Faculty developers must consider the length and frequency of such programs and their focus; requirements for participation; the role of mentors; ways to establish collegiality; and opportunities for developing the…
Training Faculty Members and Resident Assistants to Respond to Bereaved Students

ERIC Educational Resources Information Center

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

2008-01-01

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

PubMed Central

House, Joseph B.; Griffith, Max C.; Kappy, Michelle D.; Holman, Elizabeth; Santen, Sally A.

2018-01-01

Introduction Medical student mistreatment is a prevalent and significant challenge for medical schools across the country, associated with negative emotional and professional consequences for students. The Association of American Medical Colleges and Liaison Committee on Medical Education have increasingly emphasized the issue of mistreatment in recent years, and medical schools are tasked with creating a positive learning climate. Methods The authors describe the efforts of an emergency department (ED) to improve its clerkship learning environment, using a multifaceted approach for collecting mistreatment data and relaying them to educators and clerkship leadership. Data are gathered through end-of-rotation evaluations, teaching evaluations, and an online reporting system available to medical students. Mistreatment data are then relayed to the ED during semi-annual meetings between clerkship leadership and medical school assistant deans, and through annual mistreatment reports provided to department chairs. Results Over a two-year period, students submitted a total of 56 narrative comments related to mistreatment or unprofessional behavior during their emergency medicine (EM) clerkship. Of these comments, 12 were submitted in 2015–16 and 44 were submitted in 2016–17. The most frequently observed themes were students feeling ignored or marginalized by faculty (14 comments); students being prevented from speaking or working with patients and/or attending faculty (11 comments); and students being treated in an unprofessional manner by staff (other than faculty, 8 comments). Conclusion This article details an ED’s efforts to improve its EM clerkship learning environment by tracking mistreatment data and intentionally communicating the results to educators and clerkship leadership. Continued mistreatment data collection and faculty development will be necessary for these efforts to have a measurable effect on the learning environment. PMID:29383051
Academic tenure in radiologic technology--revisited.

PubMed

Legg, Jeffrey S

2007-01-01

Academic tenure is important to most educators, including those in the radiologic sciences; however, many factors can influence an educator's ability to attain tenure. This article empirically examines the concept of tenure among radiologic science educators using data from a national survey of registered radiologic technology educators. Greater proportions of tenured and tenure-eligible faculty held higher academic rank, had higher levels of education and were employed by 2- and 4-year colleges or universities compared with nontenure-track faculty. Also, tenured R.T. educators tended to be older than tenure-eligible and nontenure-track faculty. R.T. educators are a diverse group, and attention should focus on the individual needs of educators in a variety of professional settings.
Pathways to the Tenure Track: Reflections from Faculty of Color on Their Recruitment to a Research University

ERIC Educational Resources Information Center

Mayo, J. B., Jr.; Chhuon, Vichet

2014-01-01

The effective recruitment and retention of faculty of color continue to present major challenges to universities, in part, because the normal search process in higher education has been largely unsuccessful at diversifying faculty. Therefore, universities have implemented alternative strategies to recruit and retain scholars of color, including…
Cultural Navigators: International Faculty Fathers in the U.S Research University

ERIC Educational Resources Information Center

Sallee, Margaret; Hart, Jeni

2015-01-01

Based on interviews with 16 international tenure-track and tenured faculty fathers from collectivist cultures at 2 U.S. research universities, this study explores how these men reconcile the demands of parenting with those of the academic career. Adding to a robust body of literature on the concerns of domestic faculty parents, this study focuses…
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…
Faculty Productivity Barriers and Supports at a School of Education

ERIC Educational Resources Information Center

Santo, Susan A.; Engstrom, Mary E.; Reetz, Linda; Schweinle, William E.; Reed, Kristine

2009-01-01

All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs…
Collaborative graduate education: executive nurse practice and health care leadership.

PubMed

Elaine, Hardy; DeBasio, Nancy; Warmbrodt, Lynn; Gartland, Myles; Bassett, William; Tansey, Michael

2004-01-01

Research College of Nursing and the Rockhurst University Helzberg School of Management Health Care Initiative collaborated to offer the Executive Nurse Practice: Health Care Leadership track to Research College of Nursing graduate students. This effort was not only cost effective, but also offered expert faculty in both the fields of nursing and business. The curriculum is an integration of both fields and faculties from both institutions as they communicate and collaborate each semester to successfully coordinate the track.
Dual Career Faculty Appointments: A Successful Model from ADVANCE-Nebraska

NASA Astrophysics Data System (ADS)

Holmes, M.; Advance-Nebraska Evaluation Team

2011-12-01

At the University of Nebraska-Lincoln (UNL), 20% of short list candidates for faculty openings in science, engineering and mathematics (STEM) brought an academic partner into the hiring picture between 2008 and 2010, with a peak of 38% in 2010. Having a process in place to address dual career opportunities is a key component in an overall strategy to increase the number of women STEM faculty: 83% of academic scientist women's partners are also academics in STEM, according to a 2009 Stanford report, and 54% of academic scientist men's are. Offering two positions to qualified couples benefits the institution by increasing the chances of recruitment and retention of both candidates. UNL's ADVANCE program, ADVANCE-Nebraska, developed a process to take advantage of dual career opportunities. Nine dual career couples have been hired in the last three years; we expected to hire eight during the five-year life of the grant. We increased the proportion of women in the Engineering College by twenty percent (from n=10 to n=12). The success of the program arises from four key components: early notification to short-list candidates of the dual career program, a point person to coordinate dual career requests across the campus, flexible faculty appointments that provide a variety of opportunities for the partner, and a funding stream to support the partner hire. The point person, the ADVANCE Program Director, was created by the provost through the ADVANCE program. The Director communicates with every short list candidate for each open faculty position and with department and search committee chairs across STEM colleges as soon as the candidate is selected. When there is an eligible partner of the candidate who receives the job offer, if there is approval from the Office of Academic Affairs, the Dean of the target college, and the chair and faculty of the partner's target department, the partner is brought to UNL to interview, and the faculty of the partner's target department votes the candidate up or down. The third component provides a variety of faculty positions, including part-time tenure-track, post-doctoral, research professor, and professor of practice positions. Professors of practice are primarily teaching positions with three to five-year renewable contracts. The fourth component, funding, is aided by the NSF ADVANCE cooperative agreement providing one-fourth of the partner's salary for up to three years of the partner's appointment. This gives enough time for the administration to find permanent funding through faculty retirements, departures, or new funding streams. At UNL, department chairs have been exemplary in promoting the necessary cooperative spirit for the program to succeed. This model can be replicated at other institutions. Dual career couples are here to stay, and institutions that see them as great opportunities will win the lottery for the best talent available.
Are the Walls Really Down? Behavioral and Organizational Barriers to Faculty and Staff Diversity. ASHE Higher Education Report, Volume 33, Number 1

ERIC Educational Resources Information Center

Evans, Alvin, Ed.; Chun, Edna Breinig, Ed.

2007-01-01

This monograph focuses on the subtle behavioral and organizational barriers that hinder the recruitment, retention, and advancement of women and minority faculty and administrators in higher education today. Specifically the monograph explores the obstacles that face women and minorities who serve as full-time, tenure-track faculty and…
Faculty Composition in Four-Year Institutions: The Role of Pressures, Values, and Organizational Processes in Academic Decision-Making

ERIC Educational Resources Information Center

Kezar, Adrianna; Gehrke, Sean

2016-01-01

This study broadens our understanding of conditions that shape faculty composition in higher education. We surveyed academic deans to evaluate their views on the professoriate, values, pressures, and practices pertaining to the use of non-tenure-track faculty (NTTF). We utilized [ordinary-least-squares] OLS regression to test a model for…
A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication: Results of a Pilot Study

ERIC Educational Resources Information Center

Meloncon, Lisa; England, Peter; Ilyasova, Alex

2016-01-01

We report the results of a pilot study that offers the field of technical and professional communication its first look at material working conditions of contingent faculty, such as course loads, compensation, and professional support. Findings include that contingent faculty are more enduring with stable full-time, multi-year contracts; they…
Findings on Facebook in Higher Education: A Comparison of College Faculty and Student Uses and Perceptions of Social Networking Sites

ERIC Educational Resources Information Center

Roblyer, M. D.; McDaniel, Michelle; Webb, Marsena; Herman, James; Witty, James Vince

2010-01-01

Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communications technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support their educational communications and collaborations with faculty. However, faculty members have a track record of…
Whose Hands Ply the Strands? Survey of Eastern Michigan University Psychology Faculty regarding Faculty and Librarian Roles in Nurturing Psychology Information Literacy

ERIC Educational Resources Information Center

Stanger, Keith

2012-01-01

The Association of College and Research Libraries developed information literacy standards and associated performance indicators for undergraduate psychology students. A survey of tenure-track faculty members and full-time lecturers in the Psychology Department at Eastern Michigan University was conducted to discover how those professors viewed…
New Study Finds Increasing Gender Equity at U.S. Research Institutions

NASA Astrophysics Data System (ADS)

Showstack, Randy

2009-06-01

Women and men faculty in science, engineering, and mathematics for the most part have comparable opportunities within major U.S. research universities, according to a report released 2 June by the U.S. National Research Council (NRC). The report found that gender does not appear to have been a factor in a number of important career transitions and outcomes, including hiring for tenure track and tenure positions and promotions. “That is probably going to be surprising to many people. It was surprising to our own panel. And it may not have been the case if we had done the study in 1985 instead of 2005,” said Claude Canizares, cochair of the NRC committee that prepared the report, entitled Gender Differences at Critical Transitions in the Careers of Science, Engineering and Mathematics Faculty.
Things I Wish They Had Told Me: Advice From a Newly Tenured Faculty Member From a Small, Liberal Arts College

NASA Astrophysics Data System (ADS)

Sheldon, Peter

2002-04-01

I followed a relatively unique path to tenure. I knew I wanted to teach at a small, liberal arts college, so I chose to “post-doc” as a visiting faculty member instead of doing research. I continued to do research as I taught, but teaching was the main focus. I feel that the path that I followed, the opportunities for research and having found tremendously effective mentors in my three years as a visiting faculty member put me in the perfect position to find the job I wanted. I am now in the fourth year of my first tenure-track job, and find myself with tenure. Randolph-Macon Woman’s College is a nationally ranked liberal arts college in central VA with 720 students. The Department of Physics and Astronomy offers both a BA and a BS in physics, and in struggling to stay alive with only two faculty members, I have actually managed to keep going with a few research and grant opportunities. I hope that my experiences will strike a chord with some of the audience, and my experiences can help others to decide what is and what is not important to them in the finding and holding of a faculty job. Other topics that could be covered include juggling responsibilities, seeking grants, dealing with colleagues, interacting with students, and learning to teach.

Mentoring Excellence in the Kinesiology Academy. National Association of Kinesiology in Higher Education 35th Dudley Allen Sargent Commemorative Lecture 2016

ERIC Educational Resources Information Center

Knudson, Duane

2016-01-01

This article from the 35th Dudley Allen Sargent Lecture addresses the importance of senior faculty in kinesiology providing holistic guidance to tenure-track faculty to foster excellence in the field. The importance of holistic mentoring of all three faculty roles in higher education is illustrated using research on teaching and learning…
Attitudes of Select Music Performance Faculty toward Students Teaching Private Lessons after Graduation: A USA Pilot Study

ERIC Educational Resources Information Center

Fredrickson, William E.; Moore, Christopher; Gavin, Russell

2013-01-01

The present study was designed to pilot test an adjusted version of a questionnaire, used in earlier studies with college music students, to determine opinions of college music faculty on the topic of private lesson teaching. Full-time tenure-track college music faculty, with primary appointments in applied music at two universities in the United…
The Faculty Web Page: Contrivance or Continuation?

ERIC Educational Resources Information Center

Lennex, Lesia

2007-01-01

In an age of Internet education, what does it mean for a tenure/tenure-track faculty to have a web page? How many professors have web pages? If they have a page, what does it look like? Do they really need a web page at all? Many universities have faculty web pages. What do those collective pages look like? In what way do they represent the…
Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers.

PubMed

Rybarczyk, Brian J; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda

2016-01-01

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars' continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation. © 2016 B. J. Rybarczyk et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Tenure Tensions: Out in the Enchanted Forest

ERIC Educational Resources Information Center

Tyler, Jo A.

2010-01-01

The tenure track in higher education represents a path shrouded in a fair degree of mystery. This essay provides the perspective of a middle-aged, second-career tenure track faculty member on the vagaries of progressing down the track as an out lesbian. Three dialectics that build tension into the process--covering-creating, evaluation-liberation,…
Change in Classification Level and the Effects on Research Productivity and Merit Scores for Faculty in a School of Education

ERIC Educational Resources Information Center

Leech, Nancy L.; Haug, Carolyn A.; Iceman-Sands, Deanna; Moriarty, Jennifer

2015-01-01

In this article we present results of an empirical study of the relationship between research productivity and research-related merit ratings over a 10-year period for tenured and tenure-track faculty in a school of education. The purpose of the study was to assess change in faculty productivity as a result of the institution's change in the…
Cognitive dissonance experienced by nurse practitioner faculty.

PubMed

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

2012-08-01

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

PubMed

Rogers, Kelly C; Finks, Shannon W

2009-11-12

The pharmacist shortage, increasing numbers of female pharmacy graduates, more pharmacy schools requiring faculty members, and a lower percentage of female faculty in academia are reasons to develop unique arrangements for female academic pharmacists who wish to work part-time. Job sharing is an example of a flexible alternative work arrangement that can be successful for academic pharmacists who wish to continue in a part-time capacity. Such partnerships have worked for other professionals but have not been widely adopted in pharmacy academia. Job sharing can benefit the employer through retention of experienced employees who collectively offer a wider range of skills than a single employee. Benefits to the employee include balanced work and family lives with the ability to maintain their knowledge and skills by remaining in the workforce. We discuss the additional benefits of job-sharing as well as our experience in a non-tenure track job-sharing position at the University of Tennessee College of Pharmacy.
Attrition of full-time faculty from schools of nursing with baccalaureate and graduate programs, 2010 to 2011.

PubMed

Fang, Di; Bednash, Geraldine D

2014-01-01

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

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2013-01-01

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

ERIC Educational Resources Information Center

Lange, Fredrik; Rosengren, Sara; Colliander, Jonas; Hernant, Mikael; Liljedal, Karina T.

2018-01-01

In this article, we present an educational approach that bridges theory and practice: an applied retail track. The track has been co-created by faculty and 10 partnering retail companies and runs in parallel with traditional courses during a 3-year bachelor's degree program in retail management. The underlying pedagogical concept is to move retail…
The Influence of Subject Areas on Middle School Tracking Policies. Faculty Research Working Paper Series R94-19.

ERIC Educational Resources Information Center

Loveless, Tom

Grouping students by ability into courses with distinct curricula, or "tracking" as it is called in middle and high schools, has provoked a furious debate among educational scholars and practitioners. Research on tracking invariably characterizes the practice as a school-level, unitary phenomenon; schools are depicted as either tracked…
Get Started and Write: Advice for New Faculty

ERIC Educational Resources Information Center

Smith, M. Cecil

2017-01-01

This paper describes several strategies for organizing, collaborating on, persisting in, and funding professional writing activities that can benefit new tenure track faculty members. Establishing and maintaining a regular program of academic writing is essential to a successful career in higher education, but initiating and maintaining a program…
The Influence of Online Teaching on Faculty Productivity

ERIC Educational Resources Information Center

Meyer, Katrina A.

2012-01-01

Ten faculty members with experience teaching online were interviewed about their motivation for teaching online and the effect of teaching online on their teaching and research productivity. They represented nine different states and 13 different fields, and all were tenured or tenure-track at master's or doctoral institutions. All ten mentioned…
Peers for Promotion: Achieving Academic Advancement through Facilitated Peer Mentoring

ERIC Educational Resources Information Center

Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M.

2017-01-01

The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…
How We Can Resist Corporatization

ERIC Educational Resources Information Center

Andrews, James G.

2006-01-01

Different circumstances led institutions to increase their reliance on corporate practices. In searching for ways to curb the influence of corporate practices on higher education, it seems reasonable to look toward the faculty. Faculty, especially those who are tenured or on the tenure track, are regarded as "officers" of their institutions and…
Collegiate Schemas: The Influence of Institutional Met Expectations on Tenure-Track Faculty Job Satisfaction

ERIC Educational Resources Information Center

Pontius, Jason Lewis

2012-01-01

"Met expectations" research into job satisfaction (Locke, 1976; Porter & Steers, 1973) has shown that the expectations employees bring to their jobs influence their overall job satisfaction. At colleges and universities, faculty job satisfaction is important because it can provide a measure of overall institutional effectiveness…
Perceptions of Life on the Tenure Track.

ERIC Educational Resources Information Center

Verrier, David A.

1994-01-01

The report of a study of 18 junior faculty in varying stages of tenure eligibility at a research university presents the experiences of two, a man and a woman, felt to be representative of faculty experiences and perceptions. Issues addressed include peer relationships, competition, publishing, performance feedback, social expectations, personal…
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.
Are All Part-Time Faculty Underemployed? The Influence of Faculty Status Preference on Satisfaction and Commitment

ERIC Educational Resources Information Center

Maynard, Douglas C.; Joseph, Todd Allen

2008-01-01

Utilizing a person-job fit perspective, we examined the job satisfaction and affective commitment of three groups of college faculty (N = 167): full-time faculty, part-time faculty preferring a part-time position (voluntary part-time), and part-time faculty preferring a full-time position (involuntary part-time). Involuntary part-time faculty were…

A Community-Based Activities Survey: Systematically Determining the Impact on and of Faculty

ERIC Educational Resources Information Center

Perry, Lane; Farmer, Betty; Onder, David; Tanner, Benjamin; Burton, Carol

2015-01-01

As a descriptive case study from Western Carolina University (WCU), this article describes the development of a measuring, monitoring, and tracking system (the WCU Community-based Activities Survey) for faculty engagement in, adoption of, and impact through community engagement practices both internal and external to their courses. This paper will…
Terms and Conditions of Employment in the California State University.

ERIC Educational Resources Information Center

Flachmann, Kim

In the California State University system, some very unexpected hiring practices and faculty decisions have become clear through close scrutiny. For example, the numbers of English courses sections being taught by part-time non-tenure-track faculty has grown significantly over the past several years. Almost half of all English teachers are…
Framework for Sustaining Innovation at Baker Library, Harvard Business School

ERIC Educational Resources Information Center

Dolan, Meghan; Hemment, Michael; Oliver, Stephanie

2017-01-01

Baker Library at Harvard Business School is increasingly asked by the school's faculty to create custom digital information products to enhance course assignments and to find novel ways of electronically disseminating faculty research. In order to prioritize these requests, as well as facilitate, manage, and track the resulting projects, the…
Effects of the New Faculty Workshop at WFU

NASA Astrophysics Data System (ADS)

Salsbury, Freddie

2009-03-01

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

ERIC Educational Resources Information Center

Jares, Terry

This paper describes the Faculty Assistance and Computing Education Services (FACES) loaner program at Syracuse University and the method used by FACES staff to deliver and keep track of hardware, software, and documentation. The roles of the various people involved in the program are briefly discussed, i.e., the administrator, who handles the…
Governance as a Catalyst for Policy Change: Creating a Contingent Faculty Friendly Academy

ERIC Educational Resources Information Center

Kezar, Adrianna; Sam, Cecile

2014-01-01

Policymakers and leaders have been calling for changes in the Academy for nontenure-track faculty. This study focuses on the role of governance in creating that policy change, and the practices facilitating their role in changing the institution through governance. Findings include: governance facilitating day-to-day changes, establishing…
The Ripple Effect: Lessons from a Research and Teaching Faculty Learning Community

ERIC Educational Resources Information Center

Hershberger, Andrew; Spence, Maria; Cesarini, Paul; Mara, Andrew; Jorissen, Kathleen Topolka; Albrecht, David; Gordon, Jeffrey J.; Lin, Canchu

2009-01-01

Building upon a related 2005 panel presentation at the 25th annual Lilly Conference on College Teaching, Miami University, Oxford, Ohio, the authors, several tenure-track assistant professors and tenured associate professors who have participated in a Research and Teaching Faculty Learning Community at Bowling Green State University, share their…
Advancing Engaged Scholarship in Promotion and Tenure: A Roadmap and Call for Reform

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Eatman, Timothy; Petersen, Saul

2015-01-01

Despite the precipitous increase in nontenure-track faculty appointments, the promotion and tenure process continues to operate as a central "motivational and cultural force in the academic lives" of many faculty members. As a part of larger reward systems, the promotion and tenure process reflects institutional values, aspirations,…
Capturing every patron interaction: the move from paper statistics to an electronic system to track the whole library.

PubMed

Vardell, Emily; Loper, Kimberly; Vaidhyanathan, Vedana

2012-01-01

Reference departments track patron interactions to illustrate the type and number of services provided as well as to tailor librarians' time and expertise to the interest and needs of their patrons. Until 2010 the Reference, Education, and Community Engagement Department at the Calder Memorial Library tracked statistics using a complicated system of paper tic sheets and two Excel™ spreadsheets. After considering different electronic systems, the department decided to employ an electronic form created with SurveyMonkey™ to track patron interactions. After the system had been in place for three months, the authors administered a satisfaction and use survey to collect faculty and staff feedback on the new system. Seven months later the authors undertook usability testing to collect further evaluative data on the electronic form. The patron interaction form continues to be used to collect statistics, provide data for annual reviews, and recognize the contributions of all faculty and staff at the library.
Fast Track Option: An Accelerated Associate's Degree Program.

ERIC Educational Resources Information Center

Price, J. Randall

1998-01-01

Alternative instructional delivery options such as self-paced and flexible enrollment courses are designed to increase enrollment, promote retention, and encourage student success without lowering academic standards. The Fast Track Associate's Degree Program, developed by a team of faculty, staff, and administrators at Richland Community College,…
Fulfilling an Institutional and Public Good Mission: A Case Study of Access

ERIC Educational Resources Information Center

Batman, Renee F.

2013-01-01

Access to higher education has been and remains a critical issue, yet research typically focuses on students and programs which may overlook the role of the faculty. Through an in-depth case study, the perspectives of tenured and tenure-track faculty at a predominately White, Midwestern land-grant, research institution are described as they relate…
Faculty Observables and Self-Reported Responsiveness to Academic Dishonesty

ERIC Educational Resources Information Center

Burrus, Robert T., Jr.; Jones, Adam T.; Sackley, William H.; Walker, Michael

2015-01-01

Prior to 2009, a mid-sized public institution in the southeast had a faculty-driven honor policy characterized by little education about the policy and no tracking of repeat offenders. An updated code, implemented in August of 2009, required that students sign an honor pledge, created a formal student honor board, and developed a process to track…
Career Stage Differences in Pre-Tenure Track Faculty Perceptions of Professional and Personal Relationships with Colleagues

ERIC Educational Resources Information Center

Ponjuan, Luis; Conley, Valerie Martin; Trower, Cathy

2011-01-01

The purpose of this study is to examine the relationship between pre-tenure faculty members in different career stages during their tenure process and their perceptions of professional and personal relationships with senior colleagues and peers. Hence, the research question guiding this study explores these specific relationships: What individual…
Risks Associated with the Choice to Teach Online

ERIC Educational Resources Information Center

Hopewell, Thomas M.

2012-01-01

This article presents findings from a case study related to the risks associated with the choice of traditional, tenure track faculty to teach online. Education offered at a distance via the World Wide Web is on the rise; so too is the demand for university faculty members who will teach those courses. While traditional academic and professional…
Moving a Mountain: Transforming the Role of Contingent Faculty in Composition Studies and Higher Education.

ERIC Educational Resources Information Center

Schell, Eileen E., Ed.; Stock, Patricia Lambert, Ed.

This book addresses the counterproductive conditions in which part-time and non-tenure-track composition faculty must teach, using case studies, local narratives, and models for ethical employment practices. It presents and evaluates a range of proactive strategies for change, both for local conditions and broader considerations. Section 1,…
Retention of Faculty of Color in Rehabilitation Counselor Education as It Relates to Their Perception of the Academic Climate

ERIC Educational Resources Information Center

Minor, Tameika D.

2016-01-01

This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the…
Short-Term Faculty Members: A National Dilemma and a Local Solution.

ERIC Educational Resources Information Center

Killingsworth, M. Jimmie; And Others

1989-01-01

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

ERIC Educational Resources Information Center

Townsend, Robert B.

2003-01-01

Based on an extensive survey of the numbers, salaries, and benefits of part-time and non-tenure-track faculty in ten academic disciplines, a November 2000 report from the Coalition on the Academic Workforce (CAW) clarified how colleges and universities depend on contingent labor and how inadequately many of these faculty are supported. A group of…
Latina Faculty Transcending Barriers: Peer Mentoring in a Hispanic-Serving Institution

ERIC Educational Resources Information Center

Murakami, Elizabeth T.; Núñez, Anne-Marie

2014-01-01

In this article, the authors conducted a research metasynthesis of publications by a group of Latina tenure-track faculty participating in a peer mentoring group, the Research for the Educational Advancement of Latin@s (REAL) collaborative, housed in one Hispanic Serving Institution. Due to the small representation of Latinas in the academy, the…
Scholarly Productivity and Impact of School Psychology Faculty in APA-Accredited Programs

ERIC Educational Resources Information Center

Grapin, Sally L.; Kranzler, John H.; Daley, Matt L.

2013-01-01

The primary objective of this study was to conduct a normative assessment of the research productivity and scholarly impact of tenured and tenure-track faculty in school psychology programs accredited by the American Psychological Association (APA). Using the PsycINFO database, productivity and impact were examined for the field as a whole and by…

Contingent and Tenured/Tenure-Track Faculty: Motivations and Incentives to Teach Distance Education Courses

ERIC Educational Resources Information Center

Chapman, Diane D.

2011-01-01

The number of distance education (DE) offerings, including programs and courses, continue to grow in higher education. The current economic hardships have only increased the demand. However, with this increase comes the urgent need to maintain a reliable and consistent DE faculty. This need is complicated by the increasing reliance on contingent…
Work Life Balance and Job Satisfaction among Faculty at Iowa State University

ERIC Educational Resources Information Center

Mukhtar, Farah

2012-01-01

This study utilized the existing database from the Iowa State University 2009-2010 COACHE Tenure-Track Job Satisfaction Survey Report to explore faculty work life balance and job satisfaction among academic disciplines at Iowa State University. The articulation of work and life, cast as work life balance, has become a key feature of much current…
It's all in the numbers, right?

Treesearch

Bill Block

2013-01-01

Much rides on the performance of a scientific journal. Professional societies track where their journals rank so they can gauge quality, relevance, and project future subscription rates. Scientists, university faculty, and other professionals keep track of journal rankings as that information is often used when they are evaluated for promotion or retention. Funding...
Recently Identified Changes to the Demographics of the Current and Future Geoscience Workforce

NASA Astrophysics Data System (ADS)

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

2014-12-01

The American Geosciences Institute's (AGI) Geoscience Workforce Program collects and analyzes data pertaining to the changes in the supply, demand, and training of the geoscience workforce. Much of these trends are displayed in detail in AGI's Status of the Geoscience Workforce reports. In May, AGI released the Status of the Geoscience Workforce 2014, which updates these trends since the 2011 edition of this report. These updates highlight areas of change in the education of future geoscientists from K-12 through graduate school, the transition of geoscience graduates into early-career geoscientists, the dynamics of the current geoscience workforce, and the future predictions of the changes in the availability of geoscience jobs. Some examples of these changes include the increase in the number of states that will allow a high school course of earth sciences as a credit for graduation and the increasing importance of two-year college students as a talent pool for the geosciences, with over 25% of geoscience bachelor's graduates attending a two-year college for at least a semester. The continued increase in field camp hinted that these programs are at or reaching capacity. The overall number of faculty and research staff at four-year institutions increased slightly, but the percentages of academics in tenure-track positions continued to slowly decrease since 2009. However, the percentage of female faculty rose in 2013 for all tenure-track positions. Major geoscience industries, such as petroleum and mining, have seen an influx of early-career geoscientists. Demographic trends in the various industries in the geoscience workforce forecasted a shortage of approximately 135,000 geoscientists in the next decade—a decrease from the previously predicted shortage of 150,000 geoscientists. These changes and other changes identified in the Status of the Geoscience Workforce will be addressed in this talk.
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.
Community College Faculty Recruitment: Predictors of Applicant Attraction to Faculty Positions.

ERIC Educational Resources Information Center

Winter, Paul A.; Kjorlien, Chad L.

2000-01-01

Utilizes MBA students' biographical data and reactions to simulated position ads for community college business faculty positions to identify predictors of applicant decisions. Reveals four significant predictors of participants' ratings of simulated positions: applicant's current job satisfaction, spouse's contribution to household income,…
Job Sharing for Women Pharmacists in Academia

PubMed Central

Finks, Shannon W.

2009-01-01

The pharmacist shortage, increasing numbers of female pharmacy graduates, more pharmacy schools requiring faculty members, and a lower percentage of female faculty in academia are reasons to develop unique arrangements for female academic pharmacists who wish to work part-time. Job sharing is an example of a flexible alternative work arrangement that can be successful for academic pharmacists who wish to continue in a part-time capacity. Such partnerships have worked for other professionals but have not been widely adopted in pharmacy academia. Job sharing can benefit the employer through retention of experienced employees who collectively offer a wider range of skills than a single employee. Benefits to the employee include balanced work and family lives with the ability to maintain their knowledge and skills by remaining in the workforce. We discuss the additional benefits of job-sharing as well as our experience in a non-tenure track job-sharing position at the University of Tennessee College of Pharmacy. PMID:19960092
Addressing the Needs of Doctoral Students as Academic Practitioners: A Collaborative Inquiry on Teaching in Higher Education

ERIC Educational Resources Information Center

Starr, Lisa J.; DeMartini, Ashley

2015-01-01

This paper presents preliminary findings from a pilot study whose purpose was to explore how we, a tenure-track faculty member and a doctoral student, understood and developed our teaching practice when engaged in a formal faculty-student relationship. Using a hybrid of collaborative inquiry and collaborative self-study--which included verbal and…
Promoting the Inclusion of Tenure Earning Black Women in Academe: Lessons for Leaders in Education

ERIC Educational Resources Information Center

Davis, Dannielle Joy; Reynolds, Rema; Jones, Tamara Bertrand

2011-01-01

This narrative work highlights one Black female faculty participant's experience of the Sisters of the Academy (SOTA) Research Boot Camp. She shares the benefits of the initiative, as well as how the program influenced her research and writing productivity as a faculty member. SOTA leadership supports Black female tenure-track and tenured faculty…
Research Faculty Development: An Historical Perspective and Ideas for a Successful Future

ERIC Educational Resources Information Center

Brutkiewicz, Randy R.

2012-01-01

What does it take to be successful as a tenure-track research faculty member in a School of Medicine? What are the elements necessary to run a successful laboratory? How does one find the resources and help to know what is important for promotion and tenure? Most training in graduate school or in clinical fellowships does not answer these…
Dire need of changes in the methods for assessing university faculty productivity in developing countries.

PubMed

Sheikh, Ali Sibtain Farooq; Mohamed, Mona Adel

2015-01-01

Publishing has become a necessity for promotion of faculty in academia. The faculties in developing countries face considerable difficulties publishing due to their prime focus on clinical approaches and resources for proper research. This often leaves no room for the pressured clinicians but to pursue poor quality publications just for the sake of promotion when the time for their promotion comes. The authors suggest establishing separate promotion tracks besides research in these underprivileged areas in order to avoid infestation of original research with poor ones.
Gender and Ethnic Diversity in Academic PM&R Faculty: National Trend Analysis of Two Decades.

PubMed

Hwang, Jaeho; Byrd, Kia; Nguyen, Michael O; Liu, Michael; Huang, Yuru; Bae, Gordon H

2017-08-01

Over the years, a number of studies have demonstrated an increase in gender and ethnic diversity among US physicians. Despite substantial progress in eliminating gender and racial inequities in the field of medicine, women and ethnic minorities are still underrepresented among medical faculty at academic institutions. This study aims to describe the trends in gender and ethnic diversity among Physical Medicine and Rehabilitation (PM&R) faculty through statistical analysis of data describing gender and ethnicity of full-time academic faculty gathered from the Association of American Medical Colleges Faculty Roster from 1994 to 2014. Proportions representing the percentages of females and ethnic minorities of a given faculty position in medical schools were compared across each of the other faculty ranks. Results showed that the average yearly percent increases in the proportion of female PM&R faculty in associate professor (0.68%) and full professor (0.54%) positions were greater than those in instructor (0.30%) and assistant professor (0.35%) positions. In contrast, the average yearly percent increase in the proportion of non-Caucasian PM&R faculty in full professor positions (0.19%) was less than those in instructor (0.84%), assistant (0.93%), and associate professor (0.89%) positions. Overall, trends among faculty exhibit a steady increase in gender and ethnic diversity, although promotion disparity continues to exist among specific academic positions for some groups. This study provides a current perspective on recent changes in diversity among faculty in PM&R and may prove useful when defining strategies to improve workforce diversity.
Survival Analysis of Faculty Retention and Promotion in the Social Sciences by Gender.

PubMed

Box-Steffensmeier, Janet M; Cunha, Raphael C; Varbanov, Roumen A; Hoh, Yee Shwen; Knisley, Margaret L; Holmes, Mary Alice

2015-01-01

Recruitment and retention of talent is central to the research performance of universities. Existing research shows that, while men are more likely than women to be promoted at the different stages of the academic career, no such difference is found when it comes to faculty retention rates. Current research on faculty retention, however, focuses on careers in science, technology, engineering, and mathematics (STEM). We extend this line of inquiry to the social sciences. We follow 2,218 tenure-track assistant professors hired since 1990 in seven social science disciplines at nineteen U.S. universities from time of hire to time of departure. We also track their time to promotion to associate and full professor. Using survival analysis, we examine gender differences in time to departure and time to promotion. Our methods account for censoring and unobserved heterogeneity, as well as effect heterogeneity across disciplines and cohorts. We find no statistically significant differences between genders in faculty retention. However, we do find that men are more likely to be granted tenure than women. When it comes to promotion to full professor, the results are less conclusive, as the effect of gender is sensitive to model specification. The results corroborate previous findings about gender patterns in faculty retention and promotion. They suggest that advances have been made when it comes to gender equality in retention and promotion, but important differences still persist.
Design of a Solar Tracking Interactive Kiosk

ERIC Educational Resources Information Center

Greene, Nathaniel R.; Brunskill, Jeffrey C.

2017-01-01

A two-axis solar tracker and its interactive kiosk were designed by an interdisciplinary team of students and faculty. The objective was to develop a publicly accessible kiosk that would facilitate the study of energy usage and production on campus. Tracking is accomplished by an open-loop algorithm, microcontroller, and ham radio rotator. Solar…
Tenure Track System in Higher Education Institutions of Pakistan: Prospects and Challenges

ERIC Educational Resources Information Center

Khan, Tayyeb Ali; Jabeen, Nasira

2011-01-01

Tenure track system (TTS) was introduced in higher education institutions of Pakistan in 2002 as part of administrative reforms. The main objectives of the reform were to improve performance of higher education in the country through attracting qualified people and improving performance of academic faculty of higher education institutions…
Methods used by accredited dental specialty programs to advertise faculty positions: results of a national survey.

PubMed

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

2011-01-01

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

PubMed

Mallon, William T; Jones, Robert F

2002-02-01

The authors describe their findings from a study that (1) identified 41 medical schools or medical school departments that used metric systems to quantify faculty activity and productivity in teaching and (2) analyzed the purposes and progress of those systems. Among the reasons articulated for developing these systems, the most common was to identify a "rational" method for distributing funds to departments. More generally, institutions wanted to emphasize the importance of the school's educational mission. The schools varied in the types of information they tracked, ranging from a selective focus on medical school education to a comprehensive assessment of teaching activity and educational administration, committee work, and advising. Schools were almost evenly split between those that used a relative-value-unit method of tracking activity and those that used a contact-hour method. This study also identified six challenges that the institutions encountered with these metric systems: (1) the lack of a culture of data in management; (2) skepticism of faculty and chairs; (3) the misguided search for one perfect metric; (4) the expectation that a metric system will erase ambiguity regarding faculty teaching contributions; (5) the lack of, and difficulty with developing, measures of quality; and (6) the tendency to become overly complex. Because of the concern about the teaching mission at medical schools, the number of institutions developing educational metric systems will likely increase in the coming years. By documenting and accounting financially for teaching, medical schools can ensure that the educational mission is valued and appropriately supported.
Perceptions of African American faculty in kinesiology-based programs at predominantly White American institutions of higher education.

PubMed

Burden, Joe W; Harrison, Louis; Hodge, Samuel R

2005-06-01

The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color.
Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

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

PubMed

Kovacs, Mark D; Sheafor, Douglas H; Thacker, Paul G; Hardie, Andrew D; Costello, Philip

2018-03-01

In the era of value-based medicine, it will become increasingly important for radiologists to provide metrics that demonstrate their value beyond clinical productivity. In this article the authors describe their institution's development of an easy-to-use system for tracking value-added but non-relative value unit (RVU)-based activities. Metrix Matrix is an efficient cloud-based system for tracking value-added work. A password-protected home page contains links to web-based forms created using Google Forms, with collected data populating Google Sheets spreadsheets. Value-added work metrics selected for tracking included interdisciplinary conferences, hospital committee meetings, consulting on nonbilled outside studies, and practice-based quality improvement. Over a period of 4 months, value-added work data were collected for all clinical attending faculty members in a university-based radiology department (n = 39). Time required for data entry was analyzed for 2 faculty members over the same time period. Thirty-nine faculty members (equivalent to 36.4 full-time equivalents) reported a total of 1,223.5 hours of value-added work time (VAWT). A formula was used to calculate "value-added RVUs" (vRVUs) from VAWT. VAWT amounted to 5,793.6 vRVUs or 6.0% of total work performed (vRVUs plus work RVUs [wRVUs]). Were vRVUs considered equivalent to wRVUs for staffing purposes, this would require an additional 2.3 full-time equivalents, on the basis of average wRVU calculations. Mean data entry time was 56.1 seconds per day per faculty member. As health care reimbursement evolves with an emphasis on value-based medicine, it is imperative that radiologists demonstrate the value they add to patient care beyond wRVUs. This free and easy-to-use cloud-based system allows the efficient quantification of value-added work activities. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Improving adolescent and young adult health - training the next generation of physician scientists in transdisciplinary research.

PubMed

Emans, S Jean; Austin, S Bryn; Goodman, Elizabeth; Orr, Donald P; Freeman, Robert; Stoff, David; Litt, Iris F; Schuster, Mark A; Haggerty, Robert; Granger, Robert; Irwin, Charles E

2010-02-01

To address the critical shortage of physician scientists in the field of adolescent medicine, a conference of academic leaders and representatives from foundations, National Institutes of Health, Maternal and Child Health Bureau, and the American Board of Pediatrics was convened to discuss training in transdisciplinary research, facilitators and barriers of successful career trajectories, models of training, and mentorship. The following eight recommendations were made to improve training and career development: incorporate more teaching and mentoring on adolescent health research in medical schools; explore opportunities and electives to enhance clinical and research training of residents in adolescent health; broaden educational goals for Adolescent Medicine fellowship research training and develop an intensive transdisciplinary research track; redesign the career pathway for the development of faculty physician scientists transitioning from fellowship to faculty positions; expand formal collaborations between Leadership Education in Adolescent Health/other Adolescent Medicine Fellowship Programs and federal, foundation, and institutional programs; develop research forums at national meetings and opportunities for critical feedback and mentoring across programs; educate Institutional Review Boards about special requirements for high quality adolescent health research; and address the trainee and faculty career development issues specific to women and minorities to enhance opportunities for academic success. Copyright 2010 Society for Adolescent Medicine. All rights reserved.
Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering

NASA Astrophysics Data System (ADS)

Agogino, Alice

2007-04-01

Review of the report by the National Academies, with a focus on action strategies in the physical sciences. Women face barriers to hiring and promotion in research universities in many fields of science and engineering; a situation that deprives the United States of an important source of talent as the country faces increasingly stiff global competition in higher education, science and technology, and the marketplace. Eliminating gender bias in universities requires immediate, overarching reform and decisive action by university administrators, professional societies, government agencies, and Congress. Forty years ago, women made up only 3 percent of America's scientific and technical workers, but by 2003 they accounted for nearly one-fifth. In addition, women have earned more than half of the bachelor's degrees awarded in science and engineering since 2000. However, their representation on university and college faculties fails to reflect these gains. Among science and engineering Ph.D.s, four times more men than women hold full-time faculty positions. And minority women with doctorates are less likely than white women or men of any racial or ethnic group to be in tenure positions. The report urges higher education organizations and professional societies to form collaborative, self-monitoring body that would recommend standards for faculty recruitment, retention, and promotion; collect data; and track compliance across institutions. A ``report card'' template is provided in the report. To read the report online, add a comment, or purchase hard copy, go to: http://www.engineeringpathway.com/ep/learningresource/summary/index.jhtml?id=94A4929D-F1B2-432E-8167-63335569CB4E.
Enhancing the Training of Internal Medicine Residents at Stanford by Establishing a Model Group Practice and Raising Its Clinical Educators' Status.

ERIC Educational Resources Information Center

Jacobs, Michael B.; Tower, Donald

1992-01-01

Stanford Medical Group, a model group practice in internal medicine, was established at Stanford University (California) within the academic medical center. Clinical faculty status was raised by developing a separate faculty track for the practice. The approach has been well-received and successful in attaining training and patient care goals.…
"A Moving Target": A Critical Race Analysis of Latina/o Faculty Experiences, Perspectives, and Reflections on the Tenure and Promotion Process

ERIC Educational Resources Information Center

Urrieta, Luis, Jr.; Méndez, Lina; Rodríguez, Esmeralda

2015-01-01

This article examines how Latina/o professors perceive, experience, and reflect on the tenure and promotion process. Findings for this longitudinal study are drawn from a purposive sample of nine female and seven male, Latina/o tenure-track faculty participants. Using a Critical Race Theory, Latino Critical (LatCrit) Race Theory, and Chicana…
The department chair position in academic nursing.

PubMed

Kirkpatrick, M K

1994-01-01

There is a dearth of information on the role of the department chairperson in the nursing literature. As defined in this article, a chairperson is the middle manager and interface between the dean and the faculty. Chairperson refers to the leader of an adult health, maternal/parent child, community, or mental health department who reports to the dean of the School of Nursing. Using transitional theories as the undergirding framework, this article describes the transition from faculty to a chairperson position and the roles and responsibilities of the position. The chairperson must facilitate positive relationships, increase faculty productivity, and empower faculty. This constitutes the foundation for chairperson to facilitate greater faculty development, teaching excellence, and relationships. Implications for ways that nursing leaders may improve this position through the evaluative process are explored.
Getting Off the BurnOUT Track?

ERIC Educational Resources Information Center

Hamilton, Kendra

2005-01-01

For those bright, young scholars who seek an idyllic life of secure full-time employment while engaging in the teaching and research of their choice, the cozy confines of higher education have always been seen as the Mecca. But according to experts, that scenario may be a fleeting reality. The growth of part-time and non-tenure track faculty since…
Work-life balance of nursing faculty in research- and practice-focused doctoral programs.

PubMed

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

2015-01-01

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

ERIC Educational Resources Information Center

Waddell, Janice; Martin, Jennifer; Schwind, Jasna K.; Lapum, Jennifer L.

2016-01-01

Multiple and competing priorities within a dynamic and changing academic environment can pose significant challenges for new faculty. Mentorship has been identified as an important strategy to help socialize new faculty to their roles and the expectations of the academic environment. It also helps them learn new skills that will position them to…
The Pedagogical Benefits of Enacting Positive Psychology Practices through a Student-Faculty Partnership Approach to Academic Development

ERIC Educational Resources Information Center

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

2018-01-01

Academic development that supports the enactment of positive psychology practices through student-faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and…
Radiography Faculty Engaged in Online Education: Perceptions of Effectiveness, Satisfaction, and Technological Self-efficacy.

PubMed

Cherry, Shirley J; Flora, Bethany H

2017-01-01

To assess radiography faculty perceptions of the effectiveness of online courses. An original survey instrument was created by selecting items from 3 instruments used in prior research and adding unique questions designed to elicit demographic data from faculty. The sample included a national dataset of radiography faculty members employed in Joint Review Committee on Education in Radiologic Technology-accredited programs in the United States. Findings showed that faculty perceptions of online course effectiveness are not affected significantly by faculty position, type of institution, faculty age, or years of teaching experience. Positive perceptions of the effectiveness of online courses moderately increased with years of teaching online courses, number of online courses taught in the past 5 years, and perceived competence with the use of technology. Faculty satisfaction with interaction in online courses moderately increased as the years of teaching online courses increased. However, the number of years of teaching online courses was not related to faculty satisfaction with teaching online courses or faculty satisfaction with institutional support. Online technology acceptance had a moderately positive relationship with perceived ease of use and a strong positive relationship with perceived usefulness of online technology. In addition, the use of technology-enhanced learning methods had a strong positive relationship with technological self-efficacy. Radiography faculty perceptions of the effectiveness of online courses improved with experience in teaching online courses and competence with use of technology. Perceived ease of use and perceived usefulness of online technology were related directly to online technology acceptance. Furthermore, faculty members with technological self-efficacy were more likely to use technology-enhanced learning methods in the online environment.
Factors Associated with Veterinary Clinical Faculty Attrition.

PubMed

Furr, Martin

Faculty attrition and recruitment for veterinary clinical faculty positions have been reported as significant problems in veterinary medical education. To investigate the factors that may be important in veterinary clinical faculty retention, the perceptions and views of veterinary clinical academic faculty were determined using a web-distributed electronic survey. Responses were dichotomized by whether the respondent had or had not left an academic position and were analyzed for their association with faculty attrition. A total of 1,226 responses were recorded, and results demonstrated that factors other than compensation were associated with veterinary clinical faculty attrition, including departmental culture, work-life balance, and recognition and support of clinical medicine by the administration. Forty-four percent of respondents who had held a faculty appointment reported leaving academia either voluntarily or for non-voluntary reasons such as failure to achieve tenure, retirement, or having their position closed. Attention to correcting deficiencies in workplace culture and professional rewards could be a beneficial means by which to decrease the faculty attrition rates currently observed in clinical academic veterinary medicine.
Faculty Scholarship Has a Profound Positive Association with Student Evaluations of Teaching--Except When It Doesn't

ERIC Educational Resources Information Center

Carter, Robert E.

2016-01-01

Conventional wisdom holds that research-productive faculty are also the finest instructors. But, is this commonly held belief correct? In the current study, the notion that faculty scholarship exhibits a positive association with teaching evaluations is investigated. Reflecting the data structure of faculty nested within university, the current…
Satellite clinics in academic ophthalmology programs: an exploratory study of successes and challenges.

PubMed

Kuo, Irene C

2013-12-14

Major academic ophthalmology departments have been expanding by opening multi-office locations ("satellites"). This paper offers a first glimpse into satellites of academic ophthalmology departments. Leaders of seven medium to large, geographically diverse departments agreed to participate. One- to two-hour phone interviews were conducted to assess the features of their satellite practices. Success as clinical entities, profitability, and access to patients were stated goals for most satellites. In approximate descending order, refractive surgery, retina, oculoplastics, and pediatric ophthalmology were the most common subspecialties offered. Faculty staffing ranged from recruitment specifically for satellites to rotation of existing faculty. Except for a department with only one academic track, satellite doctors were a mix of tenure and mostly non-tenure track faculty. According to these department leaders, scholarly productivity of satellite faculty was similar to that of colleagues at the main campus, though research was more community-based and clinical in nature. Fellowship but little resident education occurred at satellites. Though it was agreed that satellite practices were integral to department finances, they accounted for a smaller percentage of revenues than of total departmental visits. Satellite offices have offered access to a better payor mix and have boosted the finances of academic ophthalmology departments. Challenges include maintaining collegiality with referring community physicians, integrating faculty despite geographic distance, preserving the department's academic "brand name," and ensuring consistent standards and operating procedures. Satellite clinics will likely help departments meet some of the challenges of health care reform.
Survival Analysis of Faculty Retention and Promotion in the Social Sciences by Gender

PubMed Central

Varbanov, Roumen A.; Hoh, Yee Shwen; Knisley, Margaret L.; Holmes, Mary Alice

2015-01-01

Background Recruitment and retention of talent is central to the research performance of universities. Existing research shows that, while men are more likely than women to be promoted at the different stages of the academic career, no such difference is found when it comes to faculty retention rates. Current research on faculty retention, however, focuses on careers in science, technology, engineering, and mathematics (STEM). We extend this line of inquiry to the social sciences. Methods We follow 2,218 tenure-track assistant professors hired since 1990 in seven social science disciplines at nineteen U.S. universities from time of hire to time of departure. We also track their time to promotion to associate and full professor. Using survival analysis, we examine gender differences in time to departure and time to promotion. Our methods account for censoring and unobserved heterogeneity, as well as effect heterogeneity across disciplines and cohorts. Results We find no statistically significant differences between genders in faculty retention. However, we do find that men are more likely to be granted tenure than women. When it comes to promotion to full professor, the results are less conclusive, as the effect of gender is sensitive to model specification. Conclusions The results corroborate previous findings about gender patterns in faculty retention and promotion. They suggest that advances have been made when it comes to gender equality in retention and promotion, but important differences still persist. PMID:26580565
Through a Gender Lens: A View of Gender and Leadership Positions in a Department of Medicine.

PubMed

Monroe, Anne K; Levine, Rachel B; Clark, Jeanne M; Bickel, Janet; MacDonald, Susan M; Resar, Linda M S

2015-10-01

Despite increasing numbers in academic medicine, women remain underrepresented in top leadership positions. The objectives of this study were to characterize leadership positions held by department of medicine (DOM) faculty at all ranks at one Academic Health Center and to compare leadership positions held by male and female faculty. This was a cross-sectional survey to collect information on all leadership positions from 16 divisions in the DOM at the Johns Hopkins University School of Medicine in early 2012, including type of position, method used to fill the position, and financial compensation. Chi-square testing was used to compare leadership position characteristics by rank and gender. The study included 474 DOM faculty at the rank of instructor or higher; 38% were women. Of the 258 leadership positions identified, 35% were held by women. More leadership positions among assistant professors were held by women compared with men (56% of positions vs. 44%), with women assistant professors more likely to hold a leadership position than men (p=0.03). Numbers of women faculty declined at higher ranks, with leadership positions remaining proportionate to faculty representation. Most division director positions (88%) were held by men, and most leadership positions were compensated (89%) and appointed by the DOM chair or a division director (80%). Leadership positions held by women and men were proportionate to faculty representation, although the top leadership positions were held almost exclusively by men. While female assistant professors were more likely to hold leadership positions than male assistant professors, these positions appear to be low status positions and it is not clear that they contribute to professional advancement, as few women hold the rank of full professor. Effective interventions are needed to address the gender disparity in top leadership positions.
On the Right Track: Using ePortfolios as Tenure Files

ERIC Educational Resources Information Center

Danowitz, Erica Swenson

2012-01-01

ePortfolios have been used in many disciplines for different purposes. In the following paper, I describe how I created and used an eportfolio as my tenure file over a five-year period. As the first tenure-track faculty member at Delaware County Community College to attain tenure through the use of an online tenure portfolio, the tenure eportfolio…
Faculty Perceptions of Conflict with Administrators: An Analysis of the Associations between the Nature of Conflict and Positive and Negative Outcomes

ERIC Educational Resources Information Center

Hancks, Meredith L.

2013-01-01

This study examines the perceptions of faculty members regarding conflict experiences with administrators. It is driven by the question, "To what extent are faculty perceptions of positive and negative outcomes of faculty-administrator conflict associated with domain, nature and disciplinary context of the conflict," where domain refers…
Status of underrepresented minority and female faculty at medical schools located within Historically Black Colleges and in Puerto Rico

PubMed Central

Mader, Emily M.; Rodríguez, José E.; Campbell, Kendall M.; Smilnak, Timothy; Bazemore, Andrew W.; Petterson, Stephen; Morley, Christopher P.

2016-01-01

Background and objectives To assess the impact of medical school location in Historically Black Colleges and Universities (HBCU) and Puerto Rico (PR) on the proportion of underrepresented minorities in medicine (URMM) and women hired in faculty and leadership positions at academic medical institutions. Method AAMC 2013 faculty roster data for allopathic medical schools were used to compare the racial/ethnic and gender composition of faculty and chair positions at medical schools located within HBCU and PR to that of other medical schools in the United States. Data were compared using independent sample t-tests. Results Women were more highly represented in HBCU faculty (mean HBCU 43.5% vs. non-HBCU 36.5%, p=0.024) and chair (mean HBCU 30.1% vs. non-HBCU 15.6%, p=0.005) positions and in PR chair positions (mean PR 38.23% vs. non-PR 15.38%, p=0.016) compared with other allopathic institutions. HBCU were associated with increased African American representation in faculty (mean HBCU 59.5% vs. non-HBCU 2.6%, p=0.011) and chair (mean HBCU 73.1% vs. non-HBCU 2.2%, p≤0.001) positions. PR designation was associated with increased faculty (mean PR 75.40% vs. non-PR 3.72%, p≤0.001) and chair (mean PR 75.00% vs. non-PR 3.54%, p≤0.001) positions filled by Latinos/Hispanics. Conclusions Women and African Americans are better represented in faculty and leadership positions at HBCU, and women and Latino/Hispanics at PR medical schools, than they are at allopathic peer institutions. PMID:26968254
Gender Diversity in the Geosciences: Current Status and Future Trends

NASA Astrophysics Data System (ADS)

Holmes, M.; O'Connell, S.; Frey, C.; Ongley, L. K.

2002-12-01

Since 1995, the proportion of women in the American Geological Institute's Directory of Geoscience Departments has risen from 12% of the entries to 14.2% (exclusive of administrative assistants). Separated into type of institution, there is a greater proportion of women at Museums (17.5%), Bachelor's-granting institutions (17.2%), and non degree-granting academic institutions (16.5%), but these percentages drop when marginal positions, such as "Lecturer", "Instructor", "Adjunct" and "Cooperating Faculty" are excluded to 14.0% (Museums), 15.9% (B.S.-granting institution). The institutions with the lowest proportion of females are the State Geologic Surveys (12.6% female), followed by Ph.D.-granting institutions (12.8% female). Fifteen Ph.D.-granting institutions in the United States still have no females on their faculty. These numbers contrast poorly with the proportion of women receiving B.S. or M.S. degrees in the geosciences over the last 10 years (34 B.S.%/30% M.S. in 1996) and with the proportion receiving the PhD. (24% over the last 10 years; 30% in 2000). There is a significant loss of women between the M.S. and Ph.D. degrees, and between the Ph.D. degree and a tenure-track position. Women reach or exceed their overall average in four subdisciplines of the geosciences: paleontology, geochemistry, general geology, and oceanography. Women are most under-represented in engineering geology, followed by economic geology, planetology, soil science, geophysics, and hydrology. Within these subdisciplines, women exceed their overall average in geomagnetism and paleomagnetism, ground water and surface water studies, soil biochemistry, and meteorite study. Most women in tenure-track positions at degree-granting institutions are currently Assistant Professors while most men are Full Professors. The proportion of women hired into Assistant Professor positions has increased over the last five years, from 22% hired 5 to 10 years ago to 25% hired 1 to 5 years ago. These data indicate that women are beginning to approach being hired at the same proportion in which they receive PhD degrees in the geosciences. Despite common myth, women are not getting "all" of the new Assistant Professor positions; they remain under-represented at every academic rank, at every type of institution. At the current rate of increase, we expect women will not achieve parity in the geosciences for another 40 years.
Education, Postgraduate Training, Board Certification, and Experience Requirements in Advertisements for Clinical Faculty Positions

PubMed Central

Hawkey, Lisa

2010-01-01

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

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

PubMed

Murphy, John E; Hawkey, Lisa

2010-05-12

To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown.
Lessons Learned About Recruiting and Retention of a Diverse Faculty During 5 Years of the University of Michigan ADVANCE Program

NASA Astrophysics Data System (ADS)

Mukasa, S. B.; Stride Committee, U.

2007-12-01

The University of Michigan obtained funding from the NSF ADVANCE Program for 2001-2006 to devise and implement strategies to improve representation and climate for its tenure-track women faculty in the natural sciences departments and the College of Engineering. This project was launched with a campus-wide survey to pinpoint problem areas, followed by the appointment of a committee of senior faculty now known as "Science and Technology Recruiting to Improve Diversity and Excellence" or STRIDE to provide information and advice about practices that will maximize the likelihood that well-qualified female and minority candidates for faculty positions will be identified, and, if selected for offers, recruited, retained, and promoted. This presentation will review the lessons learned and progress made during the 5-year period of NSF funding which ended in December 2006. It will also cover the steps taken to institutionalize the UM ADVANCE Program with financial support from the Provost's Office for the next 5 years, and the challenges and opportunities presented by Michigan's Proposition 2 to ban Affirmative Action programs. In its present form, the UM ADVANCE Program now has the mandate to address issues concerning both gender and underrepresented minorities, and also to engage all academic departments in the University, not only those in the STEM fields. As a result, the acronym STRIDE has been changed to mean Strategies and Tactics for Recruiting to Improve Diversity and Excellence. A case will be made that the institutional transformations underway at UM allow greater administrative success, particularly for women and underrepresented minorities.
Academic tenure and higher education in the United States: implications for the dental education workforce in the twenty-first century.

PubMed

Peterson, Melanie R

2007-03-01

This article reviews the literature related to the evolution and implementation of academic tenure (AT) in U.S. higher education. It is intended to highlight AT implications for the recruitment, retention, and development of the dental education workforce in the twenty-first century and the need for this workforce to implement change in dental education. The dental education workforce is shrinking, and a further decrease is projected, yet the demand for dental education is increasing. AT is becoming increasingly controversial, and the proportion of tenured to nontenured (i.e., contingent) faculty is declining within an already shrinking faculty pool. Confusion regarding the definition of scholarship and its relationship to research and publishing further confounds discussions about AT. Whether the principles of academic freedom and due process require tenure for their preservation in a democratic society is open to question. In view of competing time demands and increasing pressure to publish and apply for grants, factors including the seven-year probationary period for tenure, the decreased availability of tenured positions, and the often perceived inequities between tenured and contingent (i.e., nontenured track) faculty may pose an obstacle to faculty recruitment and retention. These factors may severely limit the diversity and skill mix of the dental education workforce, resulting in a decrease in staffing flexibility that appears to be needed in the twenty-first century. Politics, increasing dependence on grant funding by some institutions, resistance to change, and insufficient mentoring are all stimulating discussions about the future of tenure and its implications for U.S. dental education.
Recruit and ADVANCE

NASA Astrophysics Data System (ADS)

Rosser, Sue V.

2007-04-01

Beginning in 2001, the National Science Foundation launched the ADVANCE Initiative, which has now awarded more than 70 million to some thirty institutions for transformations to advance women. Results of studies on how to attract and retain women students and faculty underpinned our ADVANCE Institutional Transformation grant funded by the NSF for 3.7 million for five years, beginning in 2001. As co-principal investigator on this grant, I insured that this research informed the five major threads of the grant: 1) Four termed ADVANCE professors to mentor junior women faculty in each college; 2) Collection of MIT-Report-like data indicators to assess whether advancement of women really occurs during and after the institutional transformation undertaken through ADVANCE; 3) Family-friendly policies and practices to stop the tenure clock and provide active service, modified duties, lactation stations and day care; 4) Mini-retreats to facilitate access for tenure-track women faculty to male decision-makers and administrators for informal conversations and discussion on topics important to women faculty; 5) Removal of subtle gender, racial, and other biases in promotion and tenure. The dynamic changes resulting from the grant in quality of mentoring, new understanding of promotion and tenure, numbers of women retained and given endowed chairs, and emergence of new family friendly policies gave me hope for genuine diversification of leadership in science and technology. As the grant funding ends, the absence of NSF prestige and monitoring, coupled with a change in academic leadership at the top, provide new challenges for institutionalization, recruitment, and advancement of women into leadership positions in science and engineering.
Faculty career flexibility: Why we need it and how best to achieve it

NASA Astrophysics Data System (ADS)

Quinn, Kate

2010-02-01

Research conducted over the last decade provides compelling evidence that higher education institutions have a strong business case for providing flexibility for their tenure-track and tenured faculty. Flexibility constitutes an effective tool for recruiting and retaining talented faculty. Career flexibility is especially critical to retaining some of the most qualified female PhDs in academic science, engineering, and mathematics. Acquiring the best talent is essential to an institution's ability to achieve excellence and maintain its competitive advantage in a global environment. In an effort to increase the flexibility of faculty careers, the American Council on Education partnered with the Alfred P. Sloan Foundation to create the Award for Faculty Career Flexibility. This presentation will address the origins of the award and share findings from the awards process. Fairly simple and cost effective strategies have been successful in accelerating the cultural change necessary to increase the flexibility of faculty careers. This presentation shares these strategies in addition to information about the types of policies and practices being adopted to support faculty work-life balance through career flexibility. )
Beyond the Rose-Colored Binoculars: How to Launch a Successful Physics Career in the 21st Century

NASA Astrophysics Data System (ADS)

Bailey, Crystal

Physics degree holders are among the most employable in the world, often doing everything from managing a research lab at a multi-million dollar corporation, to developing solutions to global problems in their own small startups. Employers know that with a physics training, a potential hire has acquired a broad problem-solving skill set that translates to almost any environment, as well as an ability to be self- guided and -motivated so that they can learn whatever skills are needed to successfully achieve their goals. Therefore it's no surprise that the majority of physics graduates find employment in private sector, industrial settings. Yet at the same time, only about 25 graduating PhDs will take a permanent faculty position- yet academic careers are usually the only track to which students are exposed while earning their degrees. In this talk, I will explore less-familiar (but more common!) career paths for physics graduates, and provide resources to help faculty mentors give their students better information and training for a broader scope of career possibilities.
Juggling Toddlers, Teens, and Tenure: The Personal and Professional Realities of Women on the Tenure Track with Children

ERIC Educational Resources Information Center

Sipes, Baker; Lynn, Jennifer

2010-01-01

The purpose of this study was to understand the personal and professional experiences of women faculty on the tenure track with children. Despite more than 30 years of conversation about gender equity since the passage of Title IX as part of the Education Amendments of 1972, an inverse relationship persists between the prestige of an academic rank…
Write More Articles, Get More Grants: The Impact of Department Climate on Faculty Research Productivity.

PubMed

Sheridan, Jennifer; Savoy, Julia N; Kaatz, Anna; Lee, You-Geon; Filut, Amarette; Carnes, Molly

2017-05-01

Many studies find that female faculty in academic medicine, science, and engineering experience adverse workplace climates. This study longitudinally investigates whether department climate is associated with future research productivity and whether the associations are stronger for female than male faculty. Two waves of a faculty climate survey, institutional grant records, and publication records were collected for 789 faculties in academic medicine, science, and engineering at the University of Wisconsin-Madison between 2000 and 2010. Research productivity was measured as Number of Publications and Number of Grants awarded, and department climate was measured with scales for professional interactions, department decision-making practices, climate for underrepresented groups, and work/life balance. Ordinary least squares and negative binomial regression methods were used to assess gender differences in productivity, influences of department climate on productivity, and gender differences in effects of climate on productivity. Female faculty published fewer articles and were awarded fewer grants in the baseline period, but their productivity did not differ from male faculty on these measures in subsequent years. Number of Publications was positively affected by professional interactions, but negatively affected by positive work/life balance. Number of Grants awarded was positively affected by climate for underrepresented groups. These main effects did not differ by gender; however, some three-way interactions illuminated how different aspects of department climate affected productivity differently for men and women in specific situations. In perhaps the first study to assess the longitudinal impact of department climate on faculty research productivity, positive department climate is associated with significantly greater productivity for all faculty-women and men. However, some positive aspects of climate (specifically, work/life balance) may be associated with lower productivity for some female faculty at specific career periods. These findings suggest that departments that wish to increase grants and publications would be wise to foster a positive workplace climate.
Satellite clinics in academic ophthalmology programs: an exploratory study of successes and challenges

PubMed Central

2013-01-01

Background Major academic ophthalmology departments have been expanding by opening multi-office locations (“satellites”). This paper offers a first glimpse into satellites of academic ophthalmology departments. Methods Leaders of seven medium to large, geographically diverse departments agreed to participate. One- to two-hour phone interviews were conducted to assess the features of their satellite practices. Results Success as clinical entities, profitability, and access to patients were stated goals for most satellites. In approximate descending order, refractive surgery, retina, oculoplastics, and pediatric ophthalmology were the most common subspecialties offered. Faculty staffing ranged from recruitment specifically for satellites to rotation of existing faculty. Except for a department with only one academic track, satellite doctors were a mix of tenure and mostly non-tenure track faculty. According to these department leaders, scholarly productivity of satellite faculty was similar to that of colleagues at the main campus, though research was more community-based and clinical in nature. Fellowship but little resident education occurred at satellites. Though it was agreed that satellite practices were integral to department finances, they accounted for a smaller percentage of revenues than of total departmental visits. Conclusions Satellite offices have offered access to a better payor mix and have boosted the finances of academic ophthalmology departments. Challenges include maintaining collegiality with referring community physicians, integrating faculty despite geographic distance, preserving the department’s academic “brand name,” and ensuring consistent standards and operating procedures. Satellite clinics will likely help departments meet some of the challenges of health care reform. PMID:24330741
Marginalia: Women in the Academic Workforce.

ERIC Educational Resources Information Center

Cadet, Nancy

1989-01-01

Looks at the function and status of women faculty at colleges and universities in the United States. Focuses on how the adjunct faculty position when used as an economizing strategy by administrators places women in permanent disadvantaged and dead-end positions. Reviews adjunct faculty organizational efforts to make demands for pay equity and…
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.
Physics and Astronomy New Faculty Workshops: 20 Years of Workshops and 2000 Faculty

NASA Astrophysics Data System (ADS)

Hilborn, Robert

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

PubMed Central

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

2012-01-01

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

ERIC Educational Resources Information Center

Winter, Paul A.; Munoz, Marco A.

2001-01-01

Describes a study that addressed the association between personal characteristics and job ratings of applicants for business faculty positions described in simulated recruitment advertisements. Finds that being single and working a high number of hours per week were associated with applicant attraction to business faculty positions at community…
The Reforming of Vocational Teacher Training Colleges in Turkey

NASA Astrophysics Data System (ADS)

Çavuşoğlu, Abdullah; Günay, Durmuş

In Turkey, for many decades college level technical education has been in the form of two main tracks: namely the "Faculty of Engineering" and the "Faculty of Technical Education". The Faculties of Engineering are very similar to engineering schools and colleges around the world; they train engineering students. The "Faculties of Technical Education" are similar to the "Schools of Applied Sciences" that many European countries have. The graduates of these schools are either employed at high schools as teachers at technical or vocational high schools, self employed or employed at other governmental organizations as technical staff. Due to the employability problems that the graduates of these schools have faced in recent years and the suggestions made by the The Council of the Higher Education of Turkey (CoHE), Turkish parliament has recently took a decision to close down these colleges and open new colleges called "Faculty of Technology" in November of 2009. According to the CoHE, these new faculties will train engineering students. The graduates of these faculties can also become teachers at the technical or vocational high schools if they get teaching certificate. This paper discusses the content, outlook, and prospects of this recent reform.
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.
Pharmacy practice department chairs' perspectives on part-time faculty members.

PubMed

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

2012-05-10

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

PubMed Central

Savoy, Julia N.; Kaatz, Anna; Lee, You-Geon; Filut, Amarette; Carnes, Molly

2017-01-01

Abstract Background: Many studies find that female faculty in academic medicine, science, and engineering experience adverse workplace climates. This study longitudinally investigates whether department climate is associated with future research productivity and whether the associations are stronger for female than male faculty. Method: Two waves of a faculty climate survey, institutional grant records, and publication records were collected for 789 faculties in academic medicine, science, and engineering at the University of Wisconsin-Madison between 2000 and 2010. Research productivity was measured as Number of Publications and Number of Grants awarded, and department climate was measured with scales for professional interactions, department decision-making practices, climate for underrepresented groups, and work/life balance. Ordinary least squares and negative binomial regression methods were used to assess gender differences in productivity, influences of department climate on productivity, and gender differences in effects of climate on productivity. Results: Female faculty published fewer articles and were awarded fewer grants in the baseline period, but their productivity did not differ from male faculty on these measures in subsequent years. Number of Publications was positively affected by professional interactions, but negatively affected by positive work/life balance. Number of Grants awarded was positively affected by climate for underrepresented groups. These main effects did not differ by gender; however, some three-way interactions illuminated how different aspects of department climate affected productivity differently for men and women in specific situations. Conclusions: In perhaps the first study to assess the longitudinal impact of department climate on faculty research productivity, positive department climate is associated with significantly greater productivity for all faculty—women and men. However, some positive aspects of climate (specifically, work/life balance) may be associated with lower productivity for some female faculty at specific career periods. These findings suggest that departments that wish to increase grants and publications would be wise to foster a positive workplace climate. PMID:28375751
A Surge of Anti-Semitism or McCarthyism?

ERIC Educational Resources Information Center

Bartlett, Thomas

2002-01-01

Discusses how faculty members nationwide are reacting to a Web site that tracks professors' anti-Israel statements, and to a speech by Harvard's president, who linked an anti-Israel petition to anti-Semitism. (EV)
Faculty's Perception of Faculty Development

ERIC Educational Resources Information Center

Premkumar, Kalyani; Moshynskyy, Anton; Sakai, Damon H.; Fong, Sheri F. T.

2017-01-01

Faculty Development (FD) is a vital component across the medical education continuum of undergraduate, postgraduate, and continuing medical education. However, the positioning of FD in medical institutions varies widely. The perceptions of faculty on FD should be examined in order to provide effective FD. The perceptions of faculty involved in…

Career planning and mentorship: a few key considerations for trainees.

PubMed

Badawy, Sherif M

2017-01-01

Publishing and securing funding are considered our "academic currency", and therefore, both should be emphasized during training, both residency and fellowship. Trainees should make an effort to find funding opportunities at or outside of their institutions and try to identify their short- and long-term goals. Establishing a track record of publications can help trainees get hired, funded, and promoted as junior faculty, and effective networking and mentorship are critical determinants of academic success. Given the positive effects of mentorship, trainees should understand what comprises a good mentor-mentee relationship and how to optimize the mentoring process. The objective of this article is to discuss few key considerations for trainees in residency or fellowship regarding mentorship and career planning in academic medicine.
Tracking Career Outcomes for Postdoctoral Scholars: A Call to Action.

PubMed

Silva, Elizabeth A; Des Jarlais, Christine; Lindstaedt, Bill; Rotman, Erik; Watkins, Elizabeth S

2016-05-01

The oversupply of postdoctoral scholars relative to available faculty positions has led to calls for better assessment of career outcomes. Here, we report the results of a study of postdoctoral outcomes at the University of California, San Francisco, and suggest that institutions have an obligation to determine where their postdoc alumni are employed and to share this information with current and future trainees. Further, we contend that local efforts will be more meaningful than a national survey, because of the great variability in training environment and the classification of postdoctoral scholars among institutions. We provide a framework and methodology that can be adopted by others, with the goal of developing a finely grained portrait of postdoctoral career outcomes across the United States.
Tracking Career Outcomes for Postdoctoral Scholars: A Call to Action

PubMed Central

Des Jarlais, Christine; Lindstaedt, Bill; Rotman, Erik; Watkins, Elizabeth S.

2016-01-01

The oversupply of postdoctoral scholars relative to available faculty positions has led to calls for better assessment of career outcomes. Here, we report the results of a study of postdoctoral outcomes at the University of California, San Francisco, and suggest that institutions have an obligation to determine where their postdoc alumni are employed and to share this information with current and future trainees. Further, we contend that local efforts will be more meaningful than a national survey, because of the great variability in training environment and the classification of postdoctoral scholars among institutions. We provide a framework and methodology that can be adopted by others, with the goal of developing a finely grained portrait of postdoctoral career outcomes across the United States. PMID:27152650
Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Programa

PubMed Central

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

2017-01-01

Context: Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research. Objective: To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program. Design: Qualitative, phenomenological research. Setting: Higher education institutions. Patients or Other Participants: Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis: We developed and piloted interview guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation. Results: Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty. Conclusions: Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance. PMID:28318314
Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Program.

PubMed

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

2017-04-01

Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research. To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program. Qualitative, phenomenological research. Higher education institutions. Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis We developed and piloted intervi: ew guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation. Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty. Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance.
Salary differences of male and female physician assistant educators.

PubMed

Coombs, Jennifer; Valentin, Virginia

2014-01-01

The Physician Assistant Education Association (PAEA) annual report has shown substantial salary differences between male and female physician assistant (PA) faculty. Despite this published difference between the salaries, very little research has been conducted on the subject. The purpose of this study is to determine if there is a significant difference between male and female PA faculty salaries. The researchers set out to determine if these differences could be further distinguished by education level, rank, or position. In addition, any difference between the percentages of male and female faculty promoted to higher ranks and in leadership positions was also explored. Salary, gender, degree, rank, and position were obtained and deidentified from the 25th PAEA annual report. SPSS Version 20 was used to analyze the data. Statistical analysis included descriptive measures and an independent t test. Data from only those PA educators who reported full-time employment were used. The final analysis included 477 PA faculty salaries. Female PA educators showed statistically significant lower annual incomes than their male counterparts. The income disparity persisted when differentiated by education, rank, and position. Higher percentages of male PA faculty members were found in higher ranks and in leadership positions. This study confirms previous reports that female PA faculty earn less than their male counterparts. With increasing numbers of female PAs entering academia, the lack of women in leadership positions and the wage disparity are concerning.
The effects of tenure and promotion on surgeon productivity.

PubMed

Lam, Adam; Heslin, Martin J; Tzeng, Ching-Wei D; Chen, Herbert

2018-07-01

Studies investigating the impact of promotion and tenure on surgeon productivity are lacking. The aim of this study is to elucidate the relationship of promotion and tenure to surgeon productivity. We reviewed data for the Department of Surgery at our institution. Relative value units (RVUs) billed per year, publications per year, and grant funding per year were used to assess productivity from 2010 to 2016. We analyzed tenure-track (TT) and non-tenure-track (NT) surgeons and compared the productivity within these groups by rank: assistant professor (ASST), associate professor (ASSOC), and full professor (FULL). Kruskal-Wallis and Mann-Whitney U tests were used to assess significance and relationships between the groups. A TT faculty was promoted if they produced more research, with the highest publication rates in TT FULL. TT faculty publishing rates increased from ASST to ASSOC (1 versus 2, P = 0.006) and from ASSOC to FULL (2 versus 4, P < 0.001). There were no differences in the low publication rates among NT ranks. Grant funding was also highest at the TT FULL level. The clinical production (RVUs) was highest between TT ASSOC and NT FULL. TT faculty increased productivity between ASST and ASSOC (7023 versus 8384, P = 0.001) and decreased between ASSOC and FULL (8384 versus 6877, P < 0.001). Among NT faculty, RVUs were stagnant between ASST and ASSOC levels (4877 versus 6313, P = 0.312) and increased between ASSOC and FULL levels (6313 versus 8975, P < 0.001). Tenure and nontenure pathways appear to appropriately incentivize surgical faculty over the course of their advancement. TT FULL has the highest research production and grant funding, whereas NT FULL has the highest clinical production. Copyright © 2018 Elsevier Inc. All rights reserved.
South Carolina Cancer Health Equity Consortium: HBCU Student Summer Training Program

DTIC Science & Technology

2016-08-01

Teleconferences were held quarterly with members of the Leadership Team to discuss student recruitment methods . The Associate Directors and Faculty Advisors then...tools such as Facebook have also been useful for engaging the students and opening a venue for communication. Another method we have found useful is...these methods [19] to improve continued student tracking. These multiple tracking strategies will be used to update the table that is included in
Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning

ERIC Educational Resources Information Center

Costino, Kimberly A.

2018-01-01

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

ERIC Educational Resources Information Center

Tack, Martha W.; Patitu, Carol L.

This brief paper summarizes a full length report of the same title on the faculty job satisfaction of women and minorities. In light of probable faculty shortages in the coming decades and the need for increasingly diverse college faculty, institutions must make faculty positions attractive to women and minorities. Current trends, low faculty…
Servant Leadership: Faculty and Student Perceptions among Council for Christian Colleges and Universities (CCCU) Nursing Programs

ERIC Educational Resources Information Center

Coffman, Tammie J.

2017-01-01

Servant leadership characteristics and caring converged in exploration of faculty and students of private, Christian nursing schools. Faculty assessed their servant leadership behaviors while students disclosed their perceptions of faculty as caring persons. Students evaluated faculty positively on a six-point Likert scale (mean 5.26).…
Administrative Hierarchy and Faculty Work: Examining Faculty Satisfaction with Academic Leadership

ERIC Educational Resources Information Center

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

2016-01-01

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

PubMed

León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

2015-06-01

To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.
Do We Practice Diversity in Business Schools?

ERIC Educational Resources Information Center

Levsen, Virginia B.; Goettel, Nancy; Chong, Frank; Farris, Roy

2001-01-01

Surveyed U.S. business schools about the ethnic backgrounds and positions of faculty. Found that diversity varied among the positions held by faculty but not by the number of years in administrative positions. Significant differences between public and private schools were not evident. (EV)
One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

NASA Astrophysics Data System (ADS)

Hunter, Jane

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.
Improving the Diversity Climate in Academic Medicine: Faculty Perceptions as a Catalyst for Institutional Change

PubMed Central

Price, Eboni G.; Powe, Neil R.; Kern, David E.; Golden, Sherita Hill; Wand, Gary S.; Cooper, Lisa A.

2010-01-01

Purpose To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution’s diversity climate, and to identify potential improvement strategies. Method The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression. Results Among 703 eligible faculty, 352 (50.1%) returned surveys. Fewer than one third of respondents reported experiences of bias in department/division activities; however, URM faculty were less likely than majority faculty to believe faculty recruitment is unbiased (21.1% versus 50.6%, P = .006). A minority of respondents were satisfied with institutional support for professional development. URM faculty were nearly four times less likely than majority faculty to report satisfaction with racial/ethnic diversity (12% versus 47.1%, P = .001) and three times less likely to believe networking included minorities (9.3% versus 32.6%, P = .014). There were no racial/ethnic differences in the quality of mentorship. More than 80% of respondents believed they would be in academic medicine in five years. However, URM faculty were less likely to report they would be at their current institution in five years (42.6% versus 70.5%, P = .004). Conclusions Perceptions of the institution’s diversity climate were poor for most physician faculty and were worse for URM faculty, highlighting the need for more transparent and diversity-sensitive recruitment, promotion, and networking policies/practices. PMID:19116484
Holding a Post-Doctoral Position before Becoming a Faculty Member: Does It Bring Benefits for the Scholarly Enterprise?

ERIC Educational Resources Information Center

Horta, Hugo

2009-01-01

This article examines the effects that performing a post-doc early in the academic career have for the current scholarly practices of faculty members. Results show that performing a post-doc early in the academic career impacts positively the recent research output of academics, although not affecting the other faculty member's scholarly…
Voices of Women in the Field--Obtaining a Higher Education Faculty Position: The Critical Role Mentoring Plays for Females

ERIC Educational Resources Information Center

VanTuyle, Vicki; Watkins, Sandra

2010-01-01

This instrumental case study outlines the critical role a graduate female faculty member played in mentoring a female doctoral student in obtaining a graduate faculty position in higher education. For the female mentee, mentoring behaviors of "championing, acceptance and confirmation" (Levesque, 2005, p. 6) were valuable in increasing professional…
Mentoring Faculty: A US National Survey of Its Adequacy and Linkage to Culture in Academic Health Centers.

PubMed

Pololi, Linda H; Evans, Arthur T; Civian, Janet T; Vasiliou, Vasilia; Coplit, Lisa D; Gillum, Linda H; Gibbs, Brian K; Brennan, Robert T

2015-01-01

The aims of this study were to (1) describe the quantity and quality of mentoring faculty in US academic health centers (AHCs), (2) measure associations between mentoring and 12 dimensions that reflect the culture of AHCs, and (3) assess whether mentoring predicts seriously contemplating leaving one's institution. During 2007-2009, our National Initiative on Gender, Culture and Leadership in Medicine (C - Change) conducted a cross-sectional study of faculty from 26 representative AHCs in the United States using the 74-item C - Change Faculty Survey to assess relationships of faculty characteristics and various aspects of the institutional culture (52% response rate). Among the 2178 eligible respondents (assistant, associate, and full professors), we classified their mentoring experience as either inadequate, neutral, or positive. In this national sample, 43% of the 2178 respondents had inadequate mentoring; only 30% had a positive assessment of mentoring. There was no statistical difference by sex, minority status, or rank. Inadequate mentoring was most strongly associated with less institutional support, lower self-efficacy in career advancement, and lower scores on the trust/relationship/inclusion scale. The percent of faculty who had seriously considered leaving their institution was highest among those who had inadequate mentoring (58%), compared to those who were neutral (28%) or had positive mentoring (14%) (all paired comparisons, p < .001). In a national survey of faculty of US AHCs, mentoring was frequently inadequate and this was associated with faculty contemplating leaving their institutions. Positive mentoring, although less prevalent, was associated with many other positive dimensions of AHCs. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.
The gender gap in peer-reviewed publications by physical therapy faculty members: a productivity puzzle.

PubMed

Kaufman, Regina R; Chevan, Julia

2011-01-01

Studies of peer-reviewed article publication by faculty in higher education show men publish more than women. Part of the difference in publishing appears to be attributable directly to gender. Gender differences in publishing productivity have not been explored in physical therapy. The purpose of this study was to explore effects of gender on peer-reviewed publication productivity in physical therapy. This was a cross-sectional study using survey methods. A survey was administered to a random sample of 881 physical therapy faculty members; 459 responses were used for analysis. Men were more likely than women to be married, have children, hold a PhD degree, be tenured or on a tenure track, and hold the position of department chair. There was a significant difference in peer-reviewed publication rates between male and female respondents. Negative binomial regression models revealed that female gender was a negative predictor of peer-reviewed publication, accounting for between 0.51 and 0.58 fewer articles per year for women than for men over the course of a career. Reasons for the gender differences are not clear. Factors such as grant funding, laboratory resources, nature of collaborative relationships, values for different elements of the teaching/research/service triad, and ability to negotiate the academic culture were not captured by our model. The gender gap in peer-reviewed publishing productivity may have implications for individuals and the profession of physical therapy and should be subject to further exploration.

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

PubMed Central

Winkler, Susan R.; Mai, Thy

2012-01-01

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

PubMed

Suchdev, Parminder S; Shah, Ankoor; Derby, Kiersten S; Hall, Lauren; Schubert, Chuck; Pak-Gorstein, Suzinne; Howard, Cindy; Wagner, Sabrina; Anspacher, Melanie; Staton, Donna; O'Callahan, Cliff; Herran, Marisa; Arnold, Linda; Stewart, Christopher C; Kamat, Deepak; Batra, Maneesh; Gutman, Julie

2012-01-01

In response to the increasing engagement in global health (GH) among pediatric residents and faculty, academic GH training opportunities are growing rapidly in scale and number. However, consensus to guide residency programs regarding best practice guidelines or model curricula has not been established. We aimed to highlight critical components of well-established GH tracks and develop a model curriculum in GH for pediatric residency programs. We identified 43 existing formal GH curricula offered by U.S. pediatric residency programs in April 2011 and selected 8 programs with GH tracks on the basis of our inclusion criteria. A working group composed of the directors of these GH tracks, medical educators, and trainees and faculty with GH experience collaborated to develop a consensus model curriculum, which included GH core topics, learning modalities, and approaches to evaluation within the framework of the competencies for residency education outlined by the Accreditation Council for Graduate Medical Education. Common curricular components among the identified GH tracks included didactics in various topics of global child health, domestic and international field experiences, completion of a scholarly project, and mentorship. The proposed model curriculum identifies strengths of established pediatric GH tracks and uses competency-based learning objectives. This proposed pediatric GH curriculum based on lessons learned by directors of established GH residency tracks will support residency programs in creating and sustaining successful programs in GH education. The curriculum can be adapted to fit the needs of various programs, depending on their resources and focus areas. Evaluation outcomes need to be standardized so that the impact of this curriculum can be effectively measured. Copyright © 2012 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
A Content Analysis of Faculty Position Announcements.

ERIC Educational Resources Information Center

Merskin, Debra L.; Huberlie, Mara

1995-01-01

Analyzes faculty position advertisements in journals and other sources. Asks who is advertising, what information the ads conveyed, teaching load, qualifications, additional responsibilities, summer teaching, and materials requested. Concludes that the job-hunting process for an applicant seeking a position in academia can be an elaborate obstacle…
Age, Sex and Ethnic Trade-Offs in Faculty Employment: You Can't Have Your Cake and Eat It Too.

ERIC Educational Resources Information Center

Linnell, Robert H.

Age, sex, and ethnic trade-offs in faculty employment in higher education give rise to dilemmas--situations requiring a choice between equally undesirable alternatives. When an over-age-65 faculty member retains a full time position, someone else--probably a woman, ethnic minority, and/or young person--is deprived of a position. The problem of age…
The Teacher-Scholar Project: how to help faculty groups develop scholarly skills.

PubMed

Heinrich, Kathleen T; Hurst, Helen; Leigh, Gwen; Oberleitner, Melinda Granger; Poirrier, Gail P

2009-01-01

Nursing education's challenge in the new millennium is to prepare all nurses as scholars. With many nurse educators feeling like impostors when it comes to scholarship, this is no small task. Turning the millenial challenge into an opportunity, this article describes how a collaborative faculty development initiative is turning a National League for Nursing Center of Excellence school's "scholar-impostors" into teacher-scholars. This Teacher-Scholar Project will interest those in teaching intensive schools of nursing or in teaching tracks in research-intensive institutions.
A Call for Postdoctoral Positions in Mathematics Education

ERIC Educational Resources Information Center

Lockwood, Elise; Knuth, Eric

2014-01-01

In many STEM-related fields, graduating doctoral students are often expected to assume a postdoctoral position as a prerequisite to a faculty position, yet there is no such expectation in mathematics education. This phenomenon is likely due in large part to an abundance of faculty positions; however, it may also result from the field's…
Effective Approaches to Faculty Development.

ERIC Educational Resources Information Center

Nelsen, William C., Ed.; Siegel, Michael E., Ed.

Essays are collected on faculty development programs that are felt to have positively affected both the institutions and individual faculty members. They include: Faculty Development: Promises, Realities and Needs (William C. Nelsen, Michael E. Siegel); Improving the Scholarly Climate on Campus through a Program of Small Grants (David Marker);…
Longitudinal Ultrasound Education Track Curriculum Implemented Within an Emergency Medicine Residency Program.

PubMed

Boulger, Creagh; Adams, Daniel Z; Hughes, Daralee; Bahner, David P; King, Andrew

2017-06-01

Emergency Medicine residency programs offer ultrasound-focused curricula to address Accreditation Council for Graduate Medical Education (ACGME) milestones. Although some programs offer advanced clinical tracks in ultrasound, no standard curriculum exists. We sought to establish a well-defined ultrasound track curriculum to allow interested residents to develop advanced clinical skills and scholarship within this academic niche. The curriculum involves a greater number of clinical scans, ultrasound-focused scholarly and quality improvement projects, enhanced faculty-driven ultrasound focused didactics, and participation at a national ultrasound conference to receive certification. Successful ultrasound scholarly tracks can provide residents with the potential to obtain fellowships or competency beyond ACGME requirements. © 2017 by the American Institute of Ultrasound in Medicine.
Universities That Litigate Patents

ERIC Educational Resources Information Center

Rooksby, Jacob H.

2012-01-01

American research universities frequently obtain and license patents to their faculty members' inventions. While university licensing is carefully tracked and thoroughly studied, little is known about university decisions to assertively litigate their patents through filing patent infringement lawsuits in federal court. Which universities…
Building Careers, Transforming Institutions: Underrepresented Women and Minorities, Leadership Opportunities, and Interinstitutional Networking

NASA Astrophysics Data System (ADS)

Niemeier, D. A.; Smith, Vicki

Transforming universities does not occur exclusively as a result of the actions of current university leaders but additionally requires the collective efforts of women who are interested in mobility and opportunity for women across the board, and who are committed to changing the broad work environment for women in the academy. In engineering, the representation of women in mid-career and senior-level faculty positions remains very low, with even fewer women assuming leadership positions such as department chair or research center director. In this article, we examine outcomes of the National Science Foundation sponsored 1st Women in Engineering Leadership Conference in the fall of 2000. The conference was designed to enable women engineers to develop the types of network that can facilitate transition to leadership positions. With an analysis of data gathered from surveys at three points in time, we track the issues that were salient to women who were considering leadership roles (both obstacles to and aspirations for); identify the benefits accrued from participation in the conference and from subsequent networking activities; and propose future interventions that may enhance and promote interinstitutional networking.
Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.

PubMed

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

2014-01-01

To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown. THIS STUDY: (i) tested the hypothesis that a positive learning climate was associated with better teaching performance of individual faculty as evaluated by residents, and (ii) explored which dimensions of learning climate were associated with faculty's teaching performance. We conducted two cross-sectional questionnaire surveys amongst residents from 45 residency training programs and multiple specialties in 17 hospitals in the Netherlands. Residents evaluated the teaching performance of individual faculty using the robust System for Evaluating Teaching Qualities (SETQ) and evaluated the learning climate of residency programs using the Dutch Residency Educational Climate Test (D-RECT). The validated D-RECT questionnaire consisted of 11 subscales of learning climate. Main outcome measure was faculty's overall teaching (SETQ) score. We used multivariable adjusted linear mixed models to estimate the separate associations of overall learning climate and each of its subscales with faculty's teaching performance. In total 451 residents completed 3569 SETQ evaluations of 502 faculty. Residents also evaluated the learning climate of 45 residency programs in 17 hospitals in the Netherlands. Overall learning climate was positively associated with faculty's teaching performance (regression coefficient 0.54, 95% confidence interval: 0.37 to 0.71; P<0.001). Three out of 11 learning climate subscales were substantially associated with better teaching performance: 'coaching and assessment', 'work is adapted to residents' competence', and 'formal education'. Individual faculty's teaching performance evaluations are positively affected by better learning climate of residency programs.
Embedding medical student computer tutorials into a busy emergency department.

PubMed

Pusic, Martin V; Pachev, George S; MacDonald, Wendy A

2007-02-01

To explore medical students' use of computer tutorials embedded in a busy clinical setting; to demonstrate that such tutorials can increase knowledge gain over and above that attributable to the clinical rotation itself. Six tutorials were installed on a computer placed in a central area in an emergency department. Each tutorial was made up of between 33 and 85 screens of information that include text, graphics, animations, and questions. They were designed to be brief (10 minutes), focused, interactive, and immediately relevant. The authors evaluated the intervention using quantitative research methods, including usage tracking, surveys of faculty and students, and a randomized pretest-posttest study. Over 46 weeks, 95 medical students used the tutorials 544 times, for an overall average of 1.7 times a day. The median time spent on completed tutorials was 11 minutes (average [SD], 14 [+/-12] minutes). Seventy-four students completed the randomized study. They completed 65% of the assigned tutorials, resulting in improved examination scores compared with the control (effect size, 0.39; 95% confidence interval = 0.15 to 0.62). Students were positively disposed to the tutorials, ranking them as "valuable." Fifty-four percent preferred the tutorials to small group teaching sessions with a preceptor. The faculty was also positive about the tutorials, although they did not appear to integrate the tutorials directly into their teaching. Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials. The tutorials are effective in raising examination scores.
A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

PubMed

Branch, William T; Frankel, Richard M; Hafler, Janet P; Weil, Amy B; Gilligan, MaryAnn C; Litzelman, Debra K; Plews-Ogan, Margaret; Rider, Elizabeth A; Osterberg, Lars G; Dunne, Dana; May, Natalie B; Derse, Arthur R

2017-12-01

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program.In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution.The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.
A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

PubMed Central

Frankel, Richard M.; Hafler, Janet P.; Weil, Amy B.; Gilligan, MaryAnn C.; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars G.; Dunne, Dana; May, Natalie B.; Derse, Arthur R.

2017-01-01

The authors describe the first 11 academic years (2005–2006 through 2016–2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program’s learning theory, outline its curriculum, reflect on the program’s accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education. PMID:28991846
Minority Recruitment and Retention for Universities: Bilingual Special Education Faculty

ERIC Educational Resources Information Center

Brice, Alejandro E.

2012-01-01

Recruitment and retention of minority faculty in bilingual special education is a perilous task. Research has shown that minority faculty/teachers are able to provide emotional support, mentor students, serve as role models, create a positive climate, provide diverse views, increase collaboration among faculty and teachers, and work with…
Faculty Position Advertisements in Educational Administration: Analysis and a Theoretical Framework for Improving Administrative Practice.

ERIC Educational Resources Information Center

Winter, Paul A.

This study examined faculty recruitment advertisements placed by educational administration departments during one faculty recruitment cycle. The study reviewed 108 faculty recruitment advertisements placed by educational administration departments in "The Chronicle of Higher Education," using 22 criteria identified by the literature as effective…
Generation-specific incentives and disincentives for nurse faculty to remain employed.

PubMed

Tourangeau, Ann E; Wong, Matthew; Saari, Margaret; Patterson, Erin

2015-05-01

The aims of this paper are to: (1) describe work characteristics that nurse faculty report encourage them to remain in or leave their academic positions; and (2) determine if there are generational differences in work characteristics selected. Nurse faculty play key roles in preparing new nurses and graduate nurses. However, educational institutions are challenged to maintain full employment in faculty positions. A cross-sectional, descriptive survey design was employed. Ontario nurse faculty were asked to select, from a list, work characteristics that entice them to remain in or leave their faculty positions. Respondent data (n = 650) were collected using mailed surveys over four months in 2011. While preferred work characteristics differed across generations, the most frequently selected incentives enticing nurse faculty to stay were having: a supportive director/dean, reasonable workloads, supportive colleagues, adequate resources, manageable class sizes and work/life balance. The most frequently selected disincentives included: unmanageable workloads, unsupportive organizations, poor work environments, exposure to bullying, belittling and other types of incivility in the workplace and having an unsupportive director/dean. This research yields new and important knowledge about work characteristics that nurse faculty report shape their decisions to remain in or leave their current employment. Certain work characteristics were rated as important among all generations. Where similarities exist, broad strategies addressing work characteristics may effectively promote nurse faculty retention. However, where generational differences exist, retention-promoting strategies should target generation-specific preferences. © 2014 John Wiley & Sons Ltd.
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
Academic specialties in U.S. are shifting; hiring of women geoscientists is stagnating

NASA Astrophysics Data System (ADS)

Holmes, Mary Anne; O'Connell, Suzanne; Frey, Connie; Ongley, Lois K.

Women have been receiving a greater proportion of the bachelor's and master's degrees in the geosciences over the last 10 years, reaching near 40% in 2000 (latest data available), while receiving only 28% of the Ph.D.s that year. Women are now only 20% of assistant professors at Ph.D.-granting institutions, a proportion that has not changed in the last 4 years. As part of a larger study to find what key barriers continue to prevent larger numbers of women geoscientists from becoming academics, data have been compiled from the National Science Board [NSB, 2002] and the American Geological Institute's (AGI) Directory of Geoscience Departments [Claudy, 2001] on geoscience specialty by gender.The data are broken down by the specialty of the Ph.D., and compared to hiring rates at Ph.D.-granting institutions over the last 10 years. These institutions are the focus because they are the source of future Ph.D.s, and diversity of their faculty is critical to assuring diversity and consequent intellectual vigor and strength of our future academic workforce. The data reveal both a slight shift in the subdisciplines of all geoscientists employed in tenure-track positions at Ph.D.-granting institutions, and that hiring of women into tenure-track positions in specific subdisciplines has not kept pace with their Ph.D. production during that time.
Passive Acoustic Methods for Tracking Marine Mammals Using Widely-Spaced Bottom-Mounted Hydrophones

DTIC Science & Technology

2009-09-30

HARP [Wiggins 2007] at about 400m depth on the summit of Cross Seamount , approximately 290 km south of the Hawaiian island of Oahu (dataset provided...based tracking methods developed in this project are used to support ONR award N000140910489: The ecology and acoustic behavior of minke whales in the ...N000140811142 http://www.soest.hawaii.edu/ore/faculty/nosal LONG-TERM GOALS The long-term goal of this project is to improve passive acoustic methods

On the Fast Track

ERIC Educational Resources Information Center

Selingo, Jeffrey

2006-01-01

Northeastern University's continuing-education division is being rejuvenated with market research, faculty involvement, and a non-traditional approach under its new vice president Christopher E. Hopey. The college shifted its emphasis from undergraduates to graduate and certificate programs aimed at working professionals, resulting in a 20 percent…
Specializations in Rehabilitation Counseling: One Program's Vision

ERIC Educational Resources Information Center

Bernacchio, Charles; Burker, Eileen J.; Falvo, Donna; Porter, Patricia; Carone, Stacia

2008-01-01

The option for specialization is explored to address expanding roles for rehabilitation counselors. Several important considerations are identified for Rehabilitation Counselor Education (RCE) program faculty opting for a specialization. Development of specialty tracks in psychiatric and developmental disabilities are offered as viable options for…
Faculty Demand in Higher Education

ERIC Educational Resources Information Center

Rosenthal, Danielle

2007-01-01

The objective of this study is to identify the factors that shift the demand curve for faculty at not-for-profit private institutions. It is unique in that to the author's knowledge no other study has directly addressed the question of how the positive correlation between average faculty salaries and faculty-student ratios can be reconciled with…
The Effects of Demographic, Internal and External University Environment Factors on Faculty Job Satisfaction in Vietnam

ERIC Educational Resources Information Center

Duong, Minh-Quang

2016-01-01

University faculty members with higher job satisfaction are more productive, creative and positive attitude towards their job. Even less is known about university faculty job satisfaction in developing countries like Vietnam. This study examines the effects of demographic, internal and external university environment factors on faculty job…
Rewarding Faculty Scholarship at Two-Year Colleges: Incentive for Change or Perceived Threat?

ERIC Educational Resources Information Center

Padovan, Patricia; Whittington, Dale

1998-01-01

Explores the definition and relevance of faculty scholarship in the community college. Examines positive and negative attitudes toward various scholarship criteria in the faculty-reward (promotion, tenure, salary increase, and release time) systems, and discusses concerns about scholarship as an additional facet of faculty evaluation. (25…
Student-Faculty Partnership in Explorations of Pedagogical Practice: A Threshold Concept in Academic Development

ERIC Educational Resources Information Center

Cook-Sather, Alison

2014-01-01

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

PubMed

Valerius, J; Mohan, V; Doctor, D; Hersh, W

2015-01-01

In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through these efforts, new innovation was possible.
The Clinician-Educator Pathway in Radiology: An Analysis of Institutional Promotion Criteria.

PubMed

Jhala, Khushboo; Kim, Jisoo; Chetlen, Alison; Nickerson, Joshua P; Lewis, Petra J

2017-12-01

To provide radiology departmental promotional committees and vice chairs of education with a more global perspective on the types of academic activity valued by institutions to aid in their faculty mentoring and standardizing of the Clinician-Educator (ClinEd) pathway. Ninety-two research schools were ranked into three tiers. Ranking was correlated with the presence of a ClinEd track. Thirty promotion documents (ten from each tier) were analyzed to identify common criteria. Differences in guidelines between tiers were assessed by the frequency distribution of criteria. Tier 1 had a significantly greater proportion of schools with a ClinEd track than tier 2 (73% versus 44%, p < 0.05). Thirty-nine criteria were identified and organized into four categories teaching (13), scholarship (12), service/clinical excellence (7), and research (7). The top five included meeting presentations, trainee evaluations, leadership in committees, development of teaching methodologies and materials, and publication of book chapters. First and second tier schools were most similar in frequency distribution. The criteria for the ClinEd promotion track still vary across institutions, though many commonalities exist. A handful of innovative criteria reflect the changing structure of modern health care systems, such as incorporation of online teaching modules and quality improvement efforts. As health care changes, guidelines and incentive structures for faculty should change as well. The information gathered may provide promotion committees with a more global perspective on the types of academic activity valued by modern-day institutions to aid in the national standardization of this pathway and to assist in faculty mentoring. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.
Faculty Members' Attitudes Predict Adoption of Interactive Engagement Methods

ERIC Educational Resources Information Center

Madson, Laura; Trafimow, David; Gray, Tara

2017-01-01

Why do some faculty members use interactive engagement methods and others rely on lecture? Using a cross-disciplinary sample of U.S. faculty members (N = 442), the best predictor of faculty members' self-reported use of these methods was their attitudes about the positive consequences of using interactive engagement methods for students and for…
NextUp: Intentional Faculty Leadership Development for All Ranks and Disciplines

ERIC Educational Resources Information Center

Ashe, Diana L.; TenHuisen, Matthew L.

2018-01-01

While most academic leadership training focuses on department chairs and those already in or identified for those positions, the NextUp Faculty Leadership Development Fellows program includes faculty who are considering academic leadership of any kind in their careers. Sixty faculty members have joined NextUp; forty-one have graduated and 19 are…
Women Designing a Faculty Career: The Role of Self-Reliance

ERIC Educational Resources Information Center

Haley, Karen

2013-01-01

Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…
Recruitment and Retention of Full-Time Engineering Faculty, Fall 1980. Higher Education Panel Report Number 52.

ERIC Educational Resources Information Center

Atelsek, Frank J.; Gomberg, Irene L.

The extent of faculty vacancies in colleges of engineering, the effects of such vacancies upon research and instructional programs, and the nature of the competition between academia and industry in hiring engineering faculty were surveyed. The focus is on permanent full-time faculty positions in the following major engineering fields:…
The clinician-educator track: training internal medicine residents as clinician-educators.

PubMed

Smith, C Christopher; McCormick, Ian; Huang, Grace C

2014-06-01

Although resident-as-teacher programs bring postgraduate trainees' teaching skills to a minimum threshold, intensive, longitudinal training is lacking for residents who wish to pursue careers in medical education. The authors describe the development, implementation, and preliminary assessment of the novel track for future clinician-educators that they introduced in the internal medicine residency program at Beth Israel Deaconess Medical Center in 2010. Categorical medical interns with a career interest in medical education apply to participate in the clinician-educator track (CET) at the midpoint of their first postgraduate year. CET residents complete a 2.5-year curriculum in which they review foundations of medical education, design and assess new curricula, and evaluate learners and programs. They apply these skills in a variety of clinical settings and receive frequent feedback from faculty and peers. All CET residents design and implement at least one medical education research project. A comprehensive evaluation plan to assess the impact of the CET on resident teaching skills, scholarly productivity, career selection, and advancement is under way. A preliminary evaluation demonstrates high satisfaction with the track among the first cohort of CET residents, who graduated in 2012. Compared with residents in the traditional resident-as-teacher program, CET residents reported higher gains in their confidence in core medical education skills. Although these preliminary data are promising, data will be collected over the next several years to explore whether the additional curricular time, faculty time, and costs and potential expansion to other institutions are justified.
Faculty members' use of power: midwifery students' perceptions and expectations.

PubMed

Kantek, Filiz; Gezer, Nurdan

2010-08-01

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

PubMed

Katerndahl, David

2012-02-01

Understanding collaboration networks can facilitate the research growth of new or developing departments. The purpose of this study was to use social network analysis to understand how the research collaboration network evolved within a productive department. Over a 13-year period, a departmental faculty completed an annual survey describing their research collaborations. Data were analyzed using social network analysis. Network measures focused on connectedness, distance, groupings and heterogeneity of distribution, while measures for the research director and external collaboration focused on centrality and roles within the network. Longitudinal patterns of network collaboration were assessed using Simulation Investigation for Empirical Network Analysis software (University of Groningen, Groningen, Netherlands). Based upon the number of active research projects, research development can be divided into three phases. The initial development phase was characterized by increasing centralization and collaboration focused within a single subject area. During the maintenance phase, measures went through cycles, possibly because of changes in faculty composition. While the research director was not a 'key player' within the network during the first several years, external collaboration played a central role during all phases. Longitudinal analysis found that forming ties was more likely when the opportunity for network closure existed and when those around you are principal investigators (PIs). Initial development of research relied heavily upon a centralized network involving external collaboration; a central position of the research director during research development was not important. Changes in collaboration depended upon faculty gender and tenure track as well as transitivity and the 'popularity of PIs'. © 2011 Blackwell Publishing Ltd.
Quantifying Published Scholarly Works of Experiential Education Directors

PubMed Central

McElroy, Sara

2013-01-01

Objective. To determine the amount and potential impact of scholarly works that directors of experiential education in US colleges and schools of pharmacy have published since 2001. Methods. A search in Web of Science was used to identify publications and citations for the years 2001-2011 by experiential education directors as identified by the American Association of Colleges of Pharmacy (AACP) Roster of Faculty and Professional Staff in 2011. Publication productivity was analyzed by position title, faculty rank, and type of institution (public vs private, research vs nonresearch-intensive). Types of published works were characterized, related citations were identified, and a reported h-index was collected for each person who published during this period. Results. Ninety-seven of 226 (43%) experiential education directors published 344 scholarly works which had received 1841 citations, for an average of 1 publication every 3 years and an average citation rate of 5.3 per publication. Directors at publicly funded and research-intensive institutions published slightly more than did their counterparts at private and nonresearch-intensive schools. Publications were concentrated in 6 journals with a weighted mean publication impact factor of 1.5. Conclusion. Many experiential education directors have published scholarly works even though their titles and ranks vary widely. While the quantity of such works may not be large, the impact is similar to that of other pharmacy practice faculty members. These results could be used to characterize the scholarly performance of experiential education directors in recent years as well as to establish a culture of scholarship in this emerging career track within pharmacy education. PMID:24159208
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.
Limitations on diversity in basic science departments.

PubMed

Leboy, Phoebe S; Madden, Janice F

2012-08-01

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

PubMed

Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery methods.
Faculty development and organizational systems behavior.

PubMed

Henley, C E; Magelssen, D

1990-06-01

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

Growing Physics and Astronomy at James Madison University

NASA Astrophysics Data System (ADS)

Whisnant, C. Steven

2010-02-01

James Madison University is a public, primarily undergraduate institution with a student enrollment of over 18,000. We have a 10.8% minority population and a 60:40 female/male ratio. Drawing 29% of its students from other states, JMU serves a diverse student body. Since the mid '90's, the Department of Physics and Astronomy has grown to 110 majors. There are 15 tenured/tenure-track and 6 non-tenure-track full-time faculty in the department. Graduation rates have grown from five or fewer/year to typically 15-20/year. Eleven faculty are currently engaged in externally funded research with undergraduates. In the 2007-2008 academic year, 45 students were engaged in research. We produced a total of 89 publications and presentations that included 27 students as authors or co-authors. The growth of our department over the last decade is due to a variety of reforms. Foremost among the changes under the control of the department are the initiation of our multi-track BS and BA degree programs and a renewed focus on undergraduate research. These and other significant factors contributing to our success such as student recruiting, outreach, teaching and research integration/balance, promotion of a department culture, visibility on-and off-campus, and university support will be discussed. )
Small Groups, Big Change: Preliminary Findings from the Sparks for Change Institute

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

ERIC Educational Resources Information Center

Porter, Dion; Donnell, Chandra; Buck, Tina; Edwards, Yolanda

A panel discussion offered suggestions and recommendations for faculty and institutions of rehabilitation counseling education on more effective recruitment methods. Strategies were also considered for potential faculty members. Candidates seeking academic positions in rehabilitation counseling education face many challenges. Location of program;…
Academic Researchers Speak

ERIC Educational Resources Information Center

Bergom, Inger; Waltman, Jean; August, Louise; Hollenshead, Carol

2010-01-01

Non-tenure-track (NTT) research faculty are perhaps the most under-recognized group of academic professionals on the campuses today, despite their increasingly important role within the expanding academic research enterprise. The American Association for the Advancement of Science reports that the amount of federal spending on R&D has more than…
Teaching the Teachers

ERIC Educational Resources Information Center

Beckerman, Nancy L.

2010-01-01

New tenure-track faculty members come into academia expecting to be able to devote substantial energy and expertise to teaching. They often find, however, that they must learn to navigate a multitude of other, competing demands. Numerous interdisciplinary studies published in the last decade have demonstrated that the normative expectations of…
Nameless, New Haven, and Nicholls

ERIC Educational Resources Information Center

Kurland, Jordan E.

2008-01-01

This article presents three recent American Association of University Professors (AAUP) cases that involved the dismissal of a senior non-tenure-track member of the faculty. The most recent case resulted in the investigating committee's report on Nicholls State University, a regional public institution in Louisiana. Preceding Nicholls was an…
Restructuring the Master's Tools: Black Female and Latina Faculty Navigating and Contributing in Classrooms through Oppositional Positions

ERIC Educational Resources Information Center

Sule, Venice Thandi

2011-01-01

Employing critical race feminism, this article explores how black and Latina women faculty alter the teaching and learning environment at a predominantly white, research institution (PWI). The limited research on faculty of color at PWIs focuses on barriers to career success, yet places less emphasis on how these faculty negotiate barriers and…
Supporting Junior Faculty through a Teaching Fellows Program.

ERIC Educational Resources Information Center

Austin, Ann E.

1992-01-01

The Lily Endowment Teaching Fellows Program supports the professional development of junior faculty through regular group meetings, individual projects, release time from teaching responsibilities, senior faculty mentors, and retreats and conferences. Positive impact is reported for teaching skills and attitudes, collegial contacts, perceived…
Evaluating faculty clinical excellence in the academic health sciences center.

PubMed

Carey, R M; Wheby, M S; Reynolds, R E

1993-11-01

Although excellence in the clinical care of patients is the cornerstone of medicine, academic health sciences centers have increasingly given more weight to research and correspondingly less emphasis to patient care. To better recognize and reward clinical excellence, it is first necessary to effectively evaluate physicians' performances in patient care. In addition to addressing the value of faculty clinical excellence in the academic setting, the authors discuss different approaches to clinical assessment, theoretical and practical problems in assessing the performances of clinical faculty, and a system of evaluation being initiated at the University of Virginia School of Medicine. This system of evaluation combines--in annual individual reviews--a limited amount of objective assessment data with subjective evaluations from several sources. The objective data include board certification and recertification, analysis of outcomes data, and documentation of scholarly activity. The subjective evaluations include letters of recognition and appreciation from faculty colleagues and written observations from department chairs, housestaff, students, and nurses. The system has been accepted by department chairs, members of the Promotion and Tenure Committee, and the general faculty. In implementing this new system, periodic review of the pace and direction of change will be crucial to track progress and provide feedback for further modification.
Who is teaching what, when? An evolving online tool to manage dental curricula.

PubMed

Walton, Joanne N

2014-03-01

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

PubMed

Mendoza-Denton, Rodolfo; Patt, Colette; Fisher, Aaron; Eppig, Andrew; Young, Ira; Smith, Andrew; Richards, Mark A

2017-01-01

Two independent surveys of PhD students in STEM fields at the University of California, Berkeley, indicate that underrepresented minorities (URMs) publish at significantly lower rates than non-URM males, placing the former at a significant disadvantage as they compete for postdoctoral and faculty positions. Differences as a function of gender reveal a similar, though less consistent, pattern. A conspicuous exception is Berkeley's College of Chemistry, where publication rates are tightly clustered as a function of ethnicity and gender, and where PhD students experience a highly structured program that includes early and systematic involvement in research, as well as clear expectations for publishing. Social science research supports the hypothesis that this more structured environment hastens the successful induction of diverse groups into the high-performance STEM academic track.
Differences in STEM doctoral publication by ethnicity, gender and academic field at a large public research university

PubMed Central

Patt, Colette; Fisher, Aaron; Eppig, Andrew; Young, Ira; Smith, Andrew; Richards, Mark A.

2017-01-01

Two independent surveys of PhD students in STEM fields at the University of California, Berkeley, indicate that underrepresented minorities (URMs) publish at significantly lower rates than non-URM males, placing the former at a significant disadvantage as they compete for postdoctoral and faculty positions. Differences as a function of gender reveal a similar, though less consistent, pattern. A conspicuous exception is Berkeley’s College of Chemistry, where publication rates are tightly clustered as a function of ethnicity and gender, and where PhD students experience a highly structured program that includes early and systematic involvement in research, as well as clear expectations for publishing. Social science research supports the hypothesis that this more structured environment hastens the successful induction of diverse groups into the high-performance STEM academic track. PMID:28380061
Rating Faculty Collegiality

ERIC Educational Resources Information Center

Cipriano, Robert E.; Buller, Jeffrey L.

2012-01-01

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

ERIC Educational Resources Information Center

Day, David S.; And Others

1991-01-01

This article examines the retirement plans and personal characteristics of 273 senior law school faculty, focusing on health status, income, job satisfaction, and preferred age of retirement. The study suggests that early retirement incentives and a "senior faculty" alternative to full retirement are positive institutional options. (DB)
New Princeton President Seeks to Allay Faculty's Fears over Style and Budget.

ERIC Educational Resources Information Center

Magner, Denise K.

1989-01-01

Last year's budget-trimming policies of Princeton University's new president confused and angered faculty, and handling of a faculty sexual misconduct case compounded campus discord. This fall has begun more quietly, marked by the president's efforts to emphasize positive movement. (MSE)
Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

PubMed

Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.
The nursing shortage continues as faculty shortage grows.

PubMed

Allen, Linda

2008-01-01

To combat the nursing shortage, efforts to promote nursing as a career have been successful. However, academic nursing institutions are not adequately prepared for this new influx of applicants. The lack of faculty to educate the growing demand for baccalaureate-prepared RNs directly impacts the nursing shortage. The nursing shortage thus directly impacts safe patient care. The main reasons for the lack of faculty to meet the demand for more nurses include the increased age of the current faculty and the declining number of years left to teach, expected increases in faculty retirements, less compensation for academic teaching than positions in clinical areas for master's-prepared nurses, and finally, not enough master's and doctoral-prepared nurses to fill the needed nurse educator positions It is in the best interest of the nursing profession to do what it does best by incorporating the nursing process to solve the faculty shortage and secure its future in order to protect the lives of patients.
Tracking the Gender Pay Gap: A Case Study

ERIC Educational Resources Information Center

Travis, Cheryl B.; Gross, Louis J.; Johnson, Bruce A.

2009-01-01

This article provides a short introduction to standard considerations in the formal study of wages and illustrates the use of multiple regression and resampling simulation approaches in a case study of faculty salaries at one university. Multiple regression is especially beneficial where it provides information on strength of association, specific…
Reinventing Gerocounseling in Counselor Education as a Specialization

ERIC Educational Resources Information Center

Foster, Thomas; Kreider, Val

2009-01-01

Recent trends in counselor education are moving away from a standardized academic track in gerocounseling. We propose three types of academic models (integrated in-house, out-of-house, and combined) that provide greater academic freedom to counselor education faculty who wish to construct a gero-specialization specific in their program.
Contingent Employment in Academic Careers: Relative Deprivation among Adjunct Faculty

ERIC Educational Resources Information Center

Feldman, Daniel C.; Turnley, William H.

2004-01-01

This article utilizes relative deprivation theory to examine the careers of non-tenure-track instructors and research associates. Demographic status, motivations for accepting contingent employment, and standards of comparison used to assess the quality of the job were all related to the degree of relative deprivation experienced by adjunct…

Boundary-Spanner Role Conflict in Public Urban Universities

ERIC Educational Resources Information Center

Gauntner, Joseph; Hansman, Catherine A.

2017-01-01

It is common for universities that seek community partnerships to employ full-time staff, formally sanctioned as boundary spanners, to develop and manage such partnerships. These staff are frequently administrative or allied staff rather than tenure-track faculty or academic unit administrators. Given the multiple interests of universities and…
Cultivating Leadership Development: A Comprehensive Program for Undergraduates

ERIC Educational Resources Information Center

Greenleaf, Justin P.; Klaus, Kaley; Arensdorf, Jill

2017-01-01

The Voss Advanced Undergraduate Leadership Experience (VALUE), is a student cohort program with a competitive application process. Students must have a prerequisite level of leadership education and self-select into one of three designated tracks. Students are paired with faculty and community mentors to learn about operations and collaboration in…
The National Teaching & Learning Forum, Volume 1, 1991-92.

ERIC Educational Resources Information Center

Rhem, James, Ed.

1992-01-01

Volume One of this 12 page newsletter includes six issues. Typical features include: a lead article; Research Watch; ERIC Tracks; Case Studies; Case Study Responses; Curriculum; Teaching Assistants (TA) Forum; and Profile (personal and Programmatic). Major articles included in volume one are: "Faculty and Students: Different Ways of…
Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine

PubMed Central

Carapinha, René; McCracken, Caitlin M.; Warner, Erica T.; Hill, Emorcia V.

2017-01-01

Abstract Purpose: Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Materials and Methods: Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. Results: The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work–family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. Conclusions: The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work–family conflict. PMID:28358649
Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine.

PubMed

Carapinha, René; McCracken, Caitlin M; Warner, Erica T; Hill, Emorcia V; Reede, Joan Y

2017-05-01

Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work-family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work-family conflict.
Chapter 4: PETE Women's Experiences of Being Mentored into Postsecondary Faculty Positions

ERIC Educational Resources Information Center

Dodds, Patt

2005-01-01

Postsecondary education is rapidly changing. Virtually every kind of institution aspires to higher status, major internal restructuring continues on many campuses, and expectations for faculty productivity keep rising. The academic gender gap for women in the professoriate is characterized by smaller salaries for comparable positions,…
A Dental School's Experience with the Death of an HIV Positive Faculty Member.

ERIC Educational Resources Information Center

Butters, Janice M.; And Others

1994-01-01

This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)
Faculty turnover within academic pharmacy departments.

PubMed

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

2003-02-01

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

PubMed

O'Brien, Tara; Hathaway, Donna

Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.
Six-year follow-up on work force and finances of the United States anesthesiology training programs: 2000 to 2006.

PubMed

Kheterpal, Sachin; Tremper, Kevin K; Shanks, Amy; Morris, Michelle

2009-01-01

In the mid 1990s, interest in the field of anesthesiology decreased significantly among medical students, resulting in a decreasing resident class size and, subsequently, fewer anesthesiologists entering the United States workforce. This apparent practitioner shortage was associated with increased salary demands, which placed anesthesiology training departments in financial jeopardy. Starting in 1999, a survey was sent to the department chairs of the United States anesthesiology training programs to assess the status of faculty and finances of their departments. Follow-up surveys have been conducted each year thereafter. We present the results of the 2006 survey and 7 yr trend data. Surveys were distributed by e-mail in September 2006 to anesthesiology department chairs of the United States training programs. The responses were received by e-mail. Descriptive statistics were performed on responder data. In addition, a linear regression model to predict institutional support was developed. One-hundred-eighteen departments were surveyed with a response rate of 61%. There were an average of 4 open faculty positions in the 71% of the departments reporting open faculty positions. This would imply an overall 5% open position rate, down from 10% in 2000. Of the 96% of departments who employ certified registered nurse anesthetists, 70% had an average of 4 open positions, or approximately 11% shortage. The average department received $5,500,000 in total institutional support annually ($120,000/faculty). When the portion of this support provided for certified registered nurse anesthetists was removed, the average amount received was $4,600,000 or $100,000/faculty. This is a 10% increase over the previous year and an approximate 300% increase over the year 2000. Faculty academic time averaged 18% (where 20% is 1 day per week). The departments billed an average of 12,200 U/faculty/year. The average anesthesia unit value collected was $31/unit, while departments would require $46/unit to meet expenses. In a linear regression model, clinical revenue per unit billed minus expenses per unit billed predicted faculty support per full-time equivalent. This current survey reveals a continuing need for institutional support to keep anesthesiology training departments financially solvent. The amount of support is associated with the reimbursement for anesthesia work. There is also a continuing, but decreasing, number of open faculty anesthesiologist positions nationwide.
Landscape Analysis of Global Health Tracks in United States Pediatric Residencies: Moving Toward Standards.

PubMed

Watts, Jennifer; Russ, Christiana; St Clair, Nicole E; Uwemedimo, Omolara Thomas

2018-03-28

The number of pediatric Global Health (GH) tracks has more than doubled in less than 10 years. The goal of this study was to describe the characteristics of the pediatric GH tracks to identify commonalities and differences in track structure, funding, and education. In addition, we also identified demographic, institutional, and residency-related factors that were significantly associated with educational offerings and logistical challenges. A cross-sectional survey was electronically administered to pediatric residency programs with GH tracks. Statistical analyses included frequencies to describe GH track characteristics. Fisher's exact tests were used to identify bivariate associations between track structure and funding with educational offerings and logistical challenges. Leaders of 32 pediatric GH tracks (67%) completed the survey. The majority of GH tracks were completed within the 3 years of residency (94%) and identified a GH track director (100%); however, tracks varied in size, enrollment methods, domestic and international partnerships, funding, and evaluations. Dedicated faculty time and GH track budget amounts were associated with more robust infrastructure pertaining to resident international electives, including funding and mentorship. Many tracks did not meet American Academy of Pediatrics recommended standards for clinical international rotations. Despite the presence of multiple similarities among pediatric GH tracks, there are large variations in track structure, education, and funding. The results from this study support the proposal of a formal definition and minimum standards for a GH track, which may provide a framework for quality, consistency, and comparison of GH tracks. Copyright © 2018. Published by Elsevier Inc.
Faculty Tort Liability for Libelous Student Publications

ERIC Educational Resources Information Center

Stevens, George E.

1976-01-01

Examines recent court cases to determine whether a school administrator or faculty advisor may be legally responsible for defamation in a student publication. Concludes that the legal position of faculty members is unclear and recommends application of the U.S. Supreme Court's guidelines in Gertz v. Robert Welch, Inc. (JG)
What Predicts Use of Learning-Centered, Interactive Engagement Methods?

ERIC Educational Resources Information Center

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

2014-01-01

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

ERIC Educational Resources Information Center

Lawrence, Janet H.; Celis, Sergio; Ott, Molly

2014-01-01

A conceptual framework grounded on procedural justice theory was created to explain how judgments about the fairness of tenure decision-making evolved among faculty who had not yet undergone the review. The framework posits that faculty beliefs about fairness are influenced directly by their workplace experiences and both directly and indirectly…
Microcomputer Application Priorities of College Faculty in Vocational-Technical Education.

ERIC Educational Resources Information Center

Cox, Kenneth; Cheek, Gerald

A literature review revealed that few colleges of education offering courses in microcomputer applications are addressing the training needs of college professors and graduate students aspiring to faculty positions. A study was therefore conducted to define and prioritize microcomputer applications needed by college faculty in vocational-technical…
Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines

ERIC Educational Resources Information Center

Holmes, Maja Husar; Jackson, J. Kasi; Stoiko, Rachel

2016-01-01

This exploratory qualitative study examined faculty responses to a collegiality-building process called Dialogues. The process used a series of discussions and activities to guide faculty members toward a common, mutually beneficially goal, while changing patterns of interaction. The responses revealed how faculty members experienced…
The Application of Marketing Theory to Community College Faculty Recruitment: An Empirical Test.

ERIC Educational Resources Information Center

Winter, Paul A.

1996-01-01

Reviews literature on faculty recruitment at community colleges. Describes a study using job-marketing theory and Winter's educational recruitment model to assess reactions to recruitment advertisements for a business faculty position. Reports that participants responded favorably to emphases on academic transfer program content. Discusses…
Impact of Psychological Capital on Occupational Burnout and Performance of Faculty Members

ERIC Educational Resources Information Center

Rehman, Saif ur; Qingren, Cao; Latif, Yasir; Iqbal, Pervaiz

2017-01-01

Purpose: The purpose of this paper is to examine the impact and interrelation between positive psychological capital and occupational burnout among faculty associates of technical and professional training institutions. Design/methodology/approach: In total, 282 faculty members from 17 technical institutions were selected from the province of…
Improving the Cognitive Level of College Teaching: A Successful Faculty Intervention.

ERIC Educational Resources Information Center

Whittington, M. Susie

1998-01-01

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

ERIC Educational Resources Information Center

McCarthy, Chris

2003-01-01

Offers a former faculty member's perspective on his journey from faculty member to college president. It details the various positions held and challenges that were experienced throughout his promotion to college president. Emphasizes the various roles and characteristics that need to be embraced as one becomes a college administrator. (JS)

Faculty and Technology: Implications for Faculty Training and Technology Leadership

ERIC Educational Resources Information Center

Keengwe, Jared; Kidd, Terry; Kyei-Blankson, Lydia

2009-01-01

The purpose of this study was to explore the factors affecting ICT adoption process and the implications for faculty training and technology leadership. Respondents represented a wide range of academic and professional positions. They identified themselves as Assistant, Associate, and Professor as well as Instructional Designer, Director of…
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions.

PubMed

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

2018-06-01

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

PubMed

DiVall, Margarita V; Zgarrick, David P

2014-04-17

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

PubMed

Larson, Richard C; Diaz, Mauricio Gomez

2012-03-01

We model the set of tenure-track faculty members at a university as a queue, where "customers" in queue are faculty members in active careers. Arrivals to the queue are usually young, untenured assistant professors, and departures from the queue are primarily those who do not pass a promotion or tenure hurdle and those who retire. There are other less-often-used ways to enter and leave the queue. Our focus is on system effects of the elimination of mandatory retirement age. In particular, we are concerned with estimating the number of assistant professor slots that annually are no longer available because of the elimination of mandatory retirement. We start with steady-state assumptions that require use of Little's Law of Queueing, and we progress to a transient model using system dynamics. We apply these simple models using available data from our home university, the Massachusetts Institute of Technology.
Developing an Internet-based Communication System for Residency Training Programs

PubMed Central

Fortin, Auguste H; Luzzi, Kristina; Galaty, Leslie; Wong, Jeffrey G; Huot, Stephen J

2002-01-01

Administrative communication is increasingly challenging for residency programs as the number of training sites expands. The Internet provides a cost-effective opportunity to address these needs. Using the World Wide Web, we developed a single, reliable, accurate, and accessible source of administrative information for residents, faculty, and staff in a multisite internal medicine residency at reduced costs. Evaluation of the effectiveness of the website was determined by tracking website use, materials and personnel costs, and resident, staff, and faculty satisfaction. Office supply and personnel costs were reduced by 89% and personnel effort by 85%. All users were highly satisfied with the web communication tool and all reported increased knowledge of program information and a greater sense of “connectedness.” We conclude that an internet-based communication system that provides a single, reliable, accurate, and accessible source of information for residents, faculty, and staff can be developed with minimum resources and reduced costs. PMID:11972724
Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions.

PubMed

Anderson, William L; Mitchell, Steven M; Osgood, Marcy P

2008-01-01

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.
Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

PubMed

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.
Nonfixed Retirement Age for University Professors: Modeling Its Effects on New Faculty Hires

PubMed Central

Larson, Richard C.; Diaz, Mauricio Gomez

2013-01-01

We model the set of tenure-track faculty members at a university as a queue, where “customers” in queue are faculty members in active careers. Arrivals to the queue are usually young, untenured assistant professors, and departures from the queue are primarily those who do not pass a promotion or tenure hurdle and those who retire. There are other less-often-used ways to enter and leave the queue. Our focus is on system effects of the elimination of mandatory retirement age. In particular, we are concerned with estimating the number of assistant professor slots that annually are no longer available because of the elimination of mandatory retirement. We start with steady-state assumptions that require use of Little’s Law of Queueing, and we progress to a transient model using system dynamics. We apply these simple models using available data from our home university, the Massachusetts Institute of Technology. PMID:23936582
Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

PubMed Central

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649
Considering Jumping Ship? A Pirate Looks at Retirement

ERIC Educational Resources Information Center

Kilpatrick, Bob G.

2011-01-01

If you're like me, a "senior" faculty member at a public state university facing significant budget cuts, recently you've probably thought about leaving your current position for another faculty position in a different state. A possible reason for considering jumping ship is envisioning a clearer picture of your retirement as it nears on…
The Faculty Liaison as Research Coordinator: A Growing Need for the Academic Community.

ERIC Educational Resources Information Center

Grochmal, Helen M.

This paper recommends the creation of a position of research coordinator by expanding the role of faculty liaison within colleges and universities to help bring services generally provided by special libraries to academic researchers. Reasons given for academic institutions to create such a position include the practicability of applying new…
Helping Medical Students Understand Postpartum Psychosis through the Prism of "The Yellow Wallpaper" by Charlotte Perkins Gilman

ERIC Educational Resources Information Center

Tucker, Phebe; Crow, Sheila; Cuccio, Anne; Schleifer, Ronald; Vannatta, Jerry B.

2004-01-01

Objective: We assessed the use of literature to illustrate a postpartum depression lecture. Methods: Medical students and faculty facilitators were surveyed after small group discussions. Results: Students' ratings and comments were positive, and faculty comments were neutral to positive. Conclusion: Students valued this teaching method, while…
Innovative health systems projects.

PubMed

Green, Michael; Amad, Mansoor; Woodland, Mark

2015-02-01

Residency programmes struggle with the systems-based practice and improvement competency promoted by the Accreditation Council for Graduate Medical Education. The development of Innovative Health Systems Projects (IHelP) was driven by the need for better systems-based initiatives at an institutional level. Our objective was to develop a novel approach that successfully incorporates systems-based practice in our Graduate Medical Education (GME) programmes, while tracking our impact on health care delivery as an academic medical centre. We started the IHelP programme as a 'volunteer initiative' in 2010. A detailed description of the definition, development and implementation of the IHelP programme, along with our experience of the first year, is described. Residents, fellows and faculty mentors all played an important role in establishing the foundation of this initiative. Following the positive response, we have now incorporated IHelP into all curricula as a graduating requirement. IHelP has promoted scholarly activity and faculty mentorship, [and] has improved aspects of patient care and safety A total of 123 residents and fellows, representing 26 specialties, participated. We reviewed 145 projects that addressed topics ranging from administrative and departmental improvements to clinical care algorithms. The projects by area of focus were: patient care - clinical care, 38 per cent; patient care - quality, 27 per cent; resident education, 21 per cent; and a cumulative 16 per cent among pharmacy, department activities, patient education, medical records and clinical facility. We are pleased with the results of our first year of incorporating a systems-based improvement programme into the GME programmes. This initiative has promoted scholarly activity and faculty mentorship, has improved aspects of patient care and safety, and has led to the development of many practical innovations. © 2015 John Wiley & Sons Ltd.
Over Ten Million Served: Gendered Service in Language and Literature Workplaces

ERIC Educational Resources Information Center

Masse, Michelle A., Ed.; Hogan, Katie J., Ed.

2010-01-01

All tenured and tenure-track faculty know the trinity of promotion and tenure criteria: research, teaching, and service. While teaching and research are relatively well-defined areas of institutional focus and evaluation, service work is rarely tabulated or analyzed as a key aspect of higher education's political economy. Instead, service, silent…
On Extending the Probationary Period

ERIC Educational Resources Information Center

Andrews, James G.

2009-01-01

A number of U.S. institutions of higher education are considering multiyear extensions of the widely accepted seven-year maximum probationary period for all tenure-track faculty. Such a substantial extension is to be distinguished from, and exists in addition to, the ad hoc short-term extensions that many institutions may now grant to individual…
10 High Fliers on Twitter

ERIC Educational Resources Information Center

Young, Jeffrey R.

2009-01-01

Twitter is quickly becoming a global faculty lounge. Sure, it's easy to waste a lot of time on the Internet-based microblogging service reading mundane details about people's days. But one can also pick up some great higher-education gossip, track down colleagues to collaborate with, or get advice on how to improve one's teaching or research. In…
Job Satisfaction of Experienced Professors at a Liberal Arts College

ERIC Educational Resources Information Center

Marston, Susan H.; Brunetti, Gerald J.

2009-01-01

This study examined career satisfaction among experienced professors at a moderate-sized liberal arts college and explored their motivations for staying in the profession. Experienced professors were defined as tenure-track faculty who had been teaching in higher education for at least 15 years. Data sources included the Experienced Teacher…
Mission Critical: Selecting the Right LMS

ERIC Educational Resources Information Center

Schaffhauser, Dian

2010-01-01

In the past, the learning management system (LMS) was a fairly simple program. Its job was to connect an instructor to a student for an individual course. The student could track grades without harassing the faculty member, and the professor could stop worrying about the prospect of losing a student's paper-based assignment. Often, the LMS…
The Effects of Parenthood during Graduate School on PhD Recipients' Paths to the Professoriate: A Focus on Motherhood

ERIC Educational Resources Information Center

Kulp, Amanda M.

2016-01-01

This chapter focuses on graduate students who are parents, the career-related resources they gather during graduate school, and the influence of those resources on PhD-earning mothers' attainment of tenure-track faculty jobs at U.S. higher-education institutions.
Development and Implementation of a Web-based Evaluation System for an Internal Medicine Residency Program.

ERIC Educational Resources Information Center

Rosenberg, Mark E.; Watson, Kathleen; Paul, Jeevan; Miller, Wesley; Harris, Ilene; Valdivia, Tomas D.

2001-01-01

Describes the development and implementation of a World Wide Web-based electronic evaluation system for the internal medicine residency program at the University of Minnesota. Features include automatic entry of evaluations by faculty or students into a database, compliance tracking, reminders, extensive reporting capabilities, automatic…

Work-Family Balance and Academic Advancement in Medical Schools

ERIC Educational Resources Information Center

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

2006-01-01

Objective: This study examines various options that a faculty member might exercise to achieve work-family balance in academic medicine and their consequences for academic advancement. Method: Three data sets were analyzed: an anonymous web-administered survey of part-time tenure track-eligible University of Illinois College of Medicine (UI-COM)…
Tracking the Career Paths of Marketing and Business Education Graduates

ERIC Educational Resources Information Center

Mooney, Carol; Haltinner, Urs; Stanislawski, Debbie

2006-01-01

Marketing and business education faculty at the University of Wisconsin-Stout (UW-Stout) recently conducted a longitudinal study, spanning the entire 35 years of the program's existence, describing and analyzing its graduates' career paths. Data was collected through a questionnaire that utilized a combination of Likert-type responses, open-ended…
Training enhances attentional expertise, but not attentional capacity: Evidence from content-specific training benefits.

PubMed

Strong, Roger W; Alvarez, George A

2017-04-01

Cognitive training has become a billion-dollar industry with the promise that exercising a cognitive faculty (e.g., attention) on simple "brain games" will lead to improvements on any task relying on the same faculty. Although this logic seems sound, it assumes performance improves on training tasks because attention's capacity has been enhanced. Alternatively, training may result in attentional expertise-an enhancement of the ability to deploy attention to particular content-such that improvement on training tasks is specific to the features of the training context. The present study supported this attentional expertise hypothesis, showing that training benefits did not generalize fully from a trained attentional tracking task to untrained tracking tasks requiring a common attentional capacity, but differing in seemingly superficial features (i.e., retinotopic location and or motion type). This specificity suggests that attentional training benefits are linked to enhanced coordination between attentional processes and content-specific perceptual representations. Thus, these results indicate that shared attentional capacity between tasks is insufficient for producing generalized training benefits, and predict that generalization requires attentional expertise for content present in both training and outcome tasks.
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 Response to Department Leadership: Strategies for Creating More Supportive Academic Work Environments

ERIC Educational Resources Information Center

Miller, Michael T.; Murry, John W., Jr.

2015-01-01

Having a strong, positive departmental chair is critical to enhancing and assuring faculty performance and student learning. Poor leadership, however, can result in increased faculty turn over, poor teaching and research performance, and even the discouragement of students from enrolling. The current study explored response strategies by faculty…
Department Colleagues and Individual Faculty Publication Productivity.

ERIC Educational Resources Information Center

Braxton, John M.

1983-01-01

A survey of male Ph.D.s in chemistry and psychology at selective liberal arts colleges showed the publication rate of department colleagues to be positively related to current publication productivity of the focal faculty member. Colleagues influenced research activity of faculty with low prior research levels, but not higher prior levels.…
Retention, Professional Development and Quality of Life: A Comparative Study of Male/Female Non-Tenured Faculty.

ERIC Educational Resources Information Center

Fuchs, Rachel G.; Lovano-Kerr, Jessie

Concerns of tenure-line, nontenured faculty regarding retention, professional development, and quality of life were studied in 1979 at Indiana University. Study objectives were to identify obstacles to tenure level performance, conditions that might influence faculty to seek positions elsewhere, demographic data, appointment data, and information…
Pedagogical Approaches to Student Racial Conflict in the Classroom

ERIC Educational Resources Information Center

Pasque, Penny A.; Chesler, Mark A.; Charbeneau, Jessica; Carlson, Corissa

2013-01-01

The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning…
The Path to Development: Expatriate Faculty Retention in the UAE

ERIC Educational Resources Information Center

Schoepp, Kevin W.

2011-01-01

Given the rapid development and large expatriate majority within the United Arab Emirates, the country is extremely reliant upon expatriate faculty to educate its people. Through the lens provided by Social Exchange Theory, this study examined the motivations of expatriate faculty to remain or leave their positions at institutions within the UAE.…
Adjunct Employment Preference: Who Wants to Be Full-Time Faculty?

ERIC Educational Resources Information Center

Ott, Molly C.; Dippold, Lindsey K.

2018-01-01

Recent research suggests at least half of community college faculty who are teaching part-time would rather have a full-time appointment (Cashwell, 2009; Kramer, Gloeckner, & Jacoby, 2014). Little is known, however, about what distinguishes those voluntarily teaching part-time from those preferring a full-time faculty position. This inquiry…
Faculty Members Can Lead, but Will They?

ERIC Educational Resources Information Center

Barden, Dennis M.; Curry, Janel

2013-01-01

Colleges and universities looking to recruit leaders from within the faculty ranks will face more and more difficulty. From their respective positions--as a provost (Janel) and a search consultant (Dennis)--they often hear senior executives in higher education say that building a new generation of faculty leaders will be a major challenge in the…
Neither Honor nor Compensation: Faculty and Public Service

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Thornton, Courtney H.

2006-01-01

Land-grant institutions that are also research extensive may face the unique position of asking faculty to fulfill a historical mission with low consideration of public service in the reward structure. This paradox between mission and reward results in the socialization of many faculty away from participation in public service. This article…
Faculty-Preferred Strategies to Promote a Positive Classroom Environment

ERIC Educational Resources Information Center

Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.

2011-01-01

The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…
A Faculty Development Model for Mediating Diversity Conflicts in the University Setting

ERIC Educational Resources Information Center

Stanley, Christine A.; Watson, Karan L.; Algert, Nancy E.

2005-01-01

Faculty and administrators rarely assume their positions knowing how to manage conflict. Yet managers spend between 20 to 50 percent of their workday engaged in conflicts. Conflict is an overlooked area in the professional development of faculty and administrators. Senior level administrators such as deans and department heads and faculty…
Pairing WAC and Quantitative Reasoning through Portfolio Assessment and Faculty Development

ERIC Educational Resources Information Center

Rutz, Carol; Grawe, Nathan D.

2009-01-01

Writing across the curriculum has been a pedagogy associated with faculty development since the earliest days of the movement. Carleton College, an early adopter of WAC pedagogy and faculty development, has, in the last decade, added portfolio assessment to the combination with positive results. Among the unexpected consequences has been a…
A Breath of Fresh Air: Students' Perceptions of Interactions with African American Faculty

ERIC Educational Resources Information Center

Neville, Kathleen M.; Parker, Tara L.

2017-01-01

In this phenomenological study we relied on classroom observations and 22 in-depth interviews with students as they interacted with African American faculty. Findings reveal the meaning students made from these classroom interactions and the ways African American faculty, significantly and positively, influenced the student experience. More…
Evaluation of a team-building retreat to promote nursing faculty cohesion and job satisfaction.

PubMed

Birx, Ellen; Lasala, Kathleen B; Wagstaff, Mark

2011-01-01

With the growing global shortage of nursing faculty, there is increased need to develop and evaluate strategies to promote nursing faculty job satisfaction. Using quantitative and qualitative research methods, a team-building faculty retreat including challenge course activities was evaluated to determine its effects on group cohesion and job satisfaction. Mean Job in General scores for the sample (n = 29) at the start of the study were comparable with national norms for employees with graduate degrees. There were statistically significant increases in Job in General scores and group cohesion scores from pretest to posttest on the day of the retreat. However, the positive changes were not maintained at the end of the semester when follow-up data were gathered. Content analysis of the retreat day reflections revealed the following themes: getting to know each other better, seeing commonalities and differences, spending time together, developing trust, and working as a group. Several themes were identified in the end of the semester reflections: getting to know each other, feeling closer as a group, setting a friendlier tone for the semester, and that the retreat was a positive experience. Based on these findings, we recommend the use of a faculty retreat with challenge course activities to promote nursing faculty cohesion and job satisfaction. However, follow-up activities are recommended to maintain positive results over time. 2011 Elsevier Inc. All rights reserved.
Preparing for a Career at a Research University

NASA Astrophysics Data System (ADS)

Cherry, Michael

An academic position at a research university involves a combination of teaching, research, administration, and service. Faculty come to their academic positions from a variety of career paths, but the requirements for academic advancement at a research university are frequently quite similar. I will describe some of the advantages, opportunities, and challenges of an academic position at a research university, together with the kinds of expectations that a faculty member might typically encounter.
Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey

ERIC Educational Resources Information Center

Haseki, Halil Ibrahim; Odabasi, Hatice Ferhan

2017-01-01

The purpose of this study was to investigate academics' lifelong learning positions and preferences. The research was designed as survey research. The participants consisted of 230 academics from Faculty of Education of Anadolu University in Turkey. Data were collected using a survey form which had items about the factors that affect lifelong…
The Development of a National Agenda for College Faculty: "McDonaldizing" Higher Education.

ERIC Educational Resources Information Center

Anderson, Lara A.; Miller, Michael

By analyzing contemporary literature, this paper posits a federal role in what is seen as a trend toward "normalizing" college faculty positions and shifting control away from state and local jurisdictions. Three factors are seen as contributing to this shift. The first is the government's role in funding the hard sciences which has, in…

Applying Representative Bureaucracy Theory to Academia: Representation of Women in Faculty and Administration and Title IX Compliance in Intercollegiate Athletics

ERIC Educational Resources Information Center

Lee, Young-joo; Won, Doyeon

2016-01-01

The representative bureaucracy theory posits that the passive representation of women in an organization leads to their active representation in terms of gender equity in policy implementation. The present study examines how women's representation in administration and faculty positions may explain gender equity-oriented policy outcomes, focusing…
The lived experience of part-time baccalaureate nursing faculty.

PubMed

Gazza, Elizabeth A; Shellenbarger, Teresa

2010-01-01

Hiring part-time nursing faculty may impact students, faculty careers, and the institution. Yet, little has been studied, particularly in nursing, regarding the experiences of these faculty. This hermeneutic phenomenological study seeks to understand the lived experience of being a part-time faculty member in a baccalaureate nursing program. Through purposive and snowball sampling, nine nursing faculty in part-time positions in northeastern baccalaureate nursing programs participated in in-depth personal interviews. Four themes were uncovered during data analysis, including achieving the dream, a group divided, for the love of the students, and jump in and figure it out. Results of the study seem to indicate that the experience of being a part-time faculty differs in several ways from being a full-time faculty. Understanding part-time faculty experiences provides insight into faculty needs, issues, and concerns while facilitating the development of research-based recruitment and retention strategies. Recommendations for those involved in nursing education, including nursing faculty and administrators, are provided. Copyright © 2010 Elsevier Inc. All rights reserved.
Relationships Among Perceived Wellness Culture, Healthy Lifestyle Beliefs, and Healthy Behaviors in University Faculty and Staff: Implications for Practice and Future Research.

PubMed

Melnyk, Bernadette Mazurek; Amaya, Megan; Szalacha, Laura A; Hoying, Jacqueline

2016-03-01

Identifying key factors influencing healthy lifestyle behaviors in university faculty and staff is critical in designing interventions to improve health outcomes and reduce health care costs. A descriptive study was conducted with 3,959 faculty and staff at a Midwestern, U.S. University. Key measures included perceived worksite culture, healthy lifestyle beliefs, and healthy lifestyle behaviors. Healthy lifestyle beliefs were strongly positively associated with healthy lifestyle behaviors. Regression analyses demonstrated positive healthy lifestyle behaviors based upon sex (female, Std. β = .068, p < .001) and role (faculty, Std. β = .059, p < .001) and a negative effect of race (African Americans, Std. β = -.059, p < .001). The positive effect of perceived wellness culture on healthy lifestyle behaviors was completely mediated by healthy lifestyle beliefs. Interventions to enhance perceived wellness culture and healthy lifestyle beliefs should result in healthier behaviors and improved health outcomes. © The Author(s) 2015.
Student Evaluations of Teaching: Dental and Dental Hygiene Students' and Faculty Members' Perspectives.

PubMed

Grillo, Andrew C; Murdoch-Kinch, Carol Anne; Ramaswamy, Vidya; Inglehart, Marita R

2016-04-01

The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.
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
Education About Dental Hygienists' Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students' and Faculty Members' and Dental Hygienists' Perspectives.

PubMed

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

2016-09-01

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

PubMed

Ellinas, Elizabeth H; Fouad, Nadya; Byars-Winston, Angela

2018-03-01

The Association of American Medical Colleges reports continued low rates of female faculty as professors and in leadership positions. While attrition and discrimination have both been proposed as explanations, recent literature has suggested that women's professional motivations, ingrained behavior, and perceptions of organizational support may also play a role. The authors employed a series of scales informed by the turnover theory (which predicts intent to leave an organization), previously validated and used in business and engineering studies, but rarely used in academic medicine. The authors proposed and tested a multiple regression model to assess predictors (role strain, work-life balance, and organizational climate) for three outcome variables: seeking promotion, seeking leadership, and intent to leave. Survey results from 614 faculty members indicated that gender significantly influenced both promotion and leadership seeking, but not intent to leave. Perceived work-family conflict was negatively correlated with leadership seeking for women, but not for men. Positive views of organizational support and commitment were associated with promotion seeking and persistence for all participants. Role strain was positively correlated with desire for promotion and leadership, as well as with intent to leave. Female faculty may not be leaning in to promotion and leadership roles because of increased role conflict, work-life concerns, and organizational factors; this seems to be more of a factor for female clinical rather than research faculty. Work-family conflict affects male and female faculty differently and should be addressed in efforts to retain faculty and to remove barriers for female faculty seeking leadership opportunities.
Perspectives of dental students and faculty about evidence-based dental practice.

PubMed

Abdelkarim, Ahmad; Sullivan, Donna

2014-12-01

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

PubMed

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

2012-06-12

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

PubMed

Gutierrez, Antonio P; Candela, Lori L; Carver, Lara

2012-07-01

GUTIERAIM: The aim of this correlational study was to examine the relations between organizational commitment, perceived organizational support, work values, person-organization fit, developmental experiences, and global job satisfaction among nursing faculty. The global nursing shortage is well documented. At least 57 countries have reported critical shortages. The lack of faculty is finally being recognized as a major issue directly influencing the ability to admit and graduate adequate numbers of nurses. As efforts increase to both recruit and retain faculty, the concept of organizational commitment and what it means to them is important to consider. A cross-sectional correlational design was used. The present study investigated the underlying structure of various organizational factors using structural equation modelling. Data were collected from a stratified random sample of nurse faculty during the academic year 2006-2007. The final model demonstrated that perceived organizational support, developmental experiences, person-organization fit, and global job satisfaction positively predicted nurse faculty's organizational commitment to the academic organization. Cross-validation results indicated that the final full SEM is valid and reliable. Nursing faculty administrators able to use mentoring skills are well equipped to build positive relationships with nursing faculty, which in turn, can lead to increased organizational commitment, productivity, job satisfaction, and perceived organizational support, among others. © 2012 Blackwell Publishing Ltd.
Rapid Web-Based Platform for Assessment of Orthopedic Surgery Patient Care Milestones: A 2-Year Validation.

PubMed

Gundle, Kenneth R; Mickelson, Dayne T; Cherones, Arien; Black, Jason; Hanel, Doug P

To determine the validity, feasibility, and responsiveness of a new web-based platform for rapid milestone-based evaluations of orthopedic surgery residents. Single academic medical center, including a trauma center and pediatrics tertiary hospital. Forty residents (PG1-5) in an orthopedic residency program and their faculty evaluators. Residents and faculty were trained and supported in the use of a novel trainee-initiated web-based evaluation system. Residents were encouraged to use the system to track progress on patient care subcompetencies. Two years of prospectively collected data were reviewed from residents at an academic program. The primary outcome was Spearman's rank correlation between postgraduate year (PGY) and competency level achieved as a measure of validity. Secondary outcomes assessed feasibility, resident self-evaluation versus faculty evaluation, the distributions among subcompetencies, and responsiveness over time. Between February 2014 and February 2016, 856 orthopedic surgery patient care subcompetency evaluations were completed (1.2 evaluations per day). Residents promptly requested feedback after a procedure (median = 0 days, interquartile range: 0-2), and faculty responded within 2 days in 51% (median = 2 days, interquartile range: 0-13). Primary outcome showed a correlation between PGY and competency level (r = 0.78, p < 0.001), with significant differences in competency among PGYs (p < 0.001 by Kruskal-Wallis rank sum test). Self-evaluations by residents substantially agreed with faculty-assigned competency level (weighted Cohen's κ = 0.72, p < 0.001). Resident classes beginning the study as PGY1, 2, and 3 separately demonstrated gains in competency over time (Spearman's rank correlation 0.39, 0.60, 0.59, respectively, each p < 0.001). There was significant variance in the number of evaluations submitted per subcompetency (median = 43, range: 6-113) and competency level assigned (p < 0.01). Rapid tracking of trainee competency with milestone-based evaluations in a learner-centered mobile platform demonstrated validity, feasibility, and responsiveness. Next Accreditation System-mandated data may be efficiently collected and used for trainee and program self-study. Published by Elsevier Inc.
"Everything Is about Balance": Graduate Education Faculty and the Navigation of Difficult Discourses on Race

ERIC Educational Resources Information Center

Murray-Johnson, Kayon; Ross-Gordon, Jovita M.

2018-01-01

The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as "strategies…
Reconstructing Careers, Shifting Realities: Understanding the Difficulties Facing Trailing Spouses in Higher Education

ERIC Educational Resources Information Center

Careless, Erin J.

2015-01-01

Faculty members in higher education who move to new cities or provinces often bring their families with them, and this can have both a positive and negative effect on the retention and job satisfaction of faculty. Educational policy makers can play a role in supporting faculty by supporting their trailing spouses, through policies informing…
Regulating Gender Performances: Power and Gender Norms in Faculty Work

ERIC Educational Resources Information Center

Lester, Jaime

2011-01-01

Despite the steady increase of women in faculty positions over the last few decades and the research on gender norms in the academy, what remains unclear is why many female faculty continue to conform to gender norms despite their acknowledgement of the discriminatory nature of these norms, their dissatisfaction performing the norms, and the lack…
Waiting to Become: Adjunct Faculty Experiences at Multi-Campus Community Colleges

ERIC Educational Resources Information Center

Bakley, Amanda L.; Brodersen, Lyn A.

2018-01-01

The purpose of this study was to describe the experiences of adjunct faculty who aspire to full-time positions at multi-campus community colleges. A paucity of research on this topic revealed the need to examine the experiences of adjunct faculty working at multi-campus community colleges (Wolfe & Strange, 2003). The notion that adjunct…
New Faculty Experience in Times of Institutional Change

ERIC Educational Resources Information Center

Yeo, Michelle; Bennett, Deb; McNichol, Jane Stoneman; Merkley, Cari

2015-01-01

Many post-secondary institutions in Canada over the past decade have made the transition from college to university status. The researchers on this team were hired in the midst of such a transition at one western Canadian institution. As new faculty we were navigating the normal tides of adjusting to a new faculty position, but our induction…
Establishing an Adjunct Faculty Professional Development Program for Delaware Technical Community College

ERIC Educational Resources Information Center

Mergner, Leslie A.

2013-01-01

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

ERIC Educational Resources Information Center

Pastore, Donna L.

2013-01-01

The purpose of this study was to determine the merit and applicability of the mid-career faculty development model proposed by Baldwin and Chang (2006). A total of 7 associate and 10 full professors participated in semi-structured interviews. Categories were developed from an inductive analysis. The results showed positive support for the model…
Discourse of the Firetenders: Considering Contingent Faculty through the Lens of Activity Theory

ERIC Educational Resources Information Center

Doe, Sue; Barnes, Natalie; Bowen, David; Gilkey, David; Smoak, Ginger Guardiola; Ryan, Sarah; Sarell, Kirk; Thomas, Laura H.; Troup, Lucy J.; Palmquist, Mike

2011-01-01

In this article, the authors explore the multiple roles that contingent faculty play in an evolving system of higher education. They consider the professional work of faculty in contingent positions at Colorado State University through the lens of activity theory, analyzing workplace discourse logs in an effort to understand the roles of…
Knowledge Processing and Faculty Engagement in Multicultural University Settings: A Social Learning Perspective

ERIC Educational Resources Information Center

Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

2014-01-01

In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this…

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…
Women on the Social Science Faculties since 1892.

ERIC Educational Resources Information Center

Freeman, Jo

This study is concerned with the position of women on the social science faculties in the graduate divison of the University of Chicago. The history and experience of several women faculty members in the various social science departments is reviewed. A few generalizations can be drawn: (1) few women are hired and few stay more than the length of…
Lessons in Higher Education: Five Pedagogical Practices that Promote Active Learning for Faculty and Students

ERIC Educational Resources Information Center

Cook-Sather, Alison

2011-01-01

Active learning by faculty members complements and promotes active learning for students. Through The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College, faculty members actively engage with one another and with undergraduate students positioned as pedagogical consultants to explore and to practice a wide range of pedagogies. In…
A Case Study of a Program for University STEM Faculty to Redesign Courses Using Technology

ERIC Educational Resources Information Center

Bernal, Elaine V.

2016-01-01

The purpose of this case study was to evaluate a multi-campus university program designed to support STEM faculty in redesigning bottleneck courses, with integration of technology as one strategy. Despite the positive student learning outcomes in course redesign programs with an aim to support faculty in technology integration, there remains a…
Job Satisfaction, Salaries and Unions: The Determination of University Faculty Compensation.

ERIC Educational Resources Information Center

Lillydahl, Jane H.; Singell, Larry D.

1993-01-01

Develops a model of faculty salaries, job satisfaction, and union status, using data for 1,729 faculty members at 4-year colleges and universities. Unions significantly and positively affect full and associate professors' salaries and increase the rewards to seniority while reducing the returns to being at a research university. Union members'…
Exclusion in Academia: Latina Faculty Struggle towards Tenure

ERIC Educational Resources Information Center

Sapeg, Raquel

2017-01-01

The purpose of this qualitative case study was to explore the lived experiences of underrepresented tenured Latina faculty in one four-year university in the southeast area of the United States to identify barriers towards achieving tenure. Eight tenured Latina faculty with experience of 7 to 20 or more years in a tenured position provided their…
Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

PubMed

Dunbar, Gary L

2015-01-01

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

PubMed Central

Garey, Kevin W.

2013-01-01

With the increase of new pharmacy colleges and schools throughout the country, the number of open clinical academic pharmacy positions continues to grow. Considering the abundance of clinical faculty positions available nationwide and the increased likelihood of current pharmacy residents transitioning from residency directly into academia, pharmacy residents must be prepared to succeed in the role of new clinical faculty member. However, no blueprint or recommendations have yet been provided to facilitate this transition. The purpose of this review article is to evaluate the literature regarding transitioning pharmacy students and/or residents into faculty roles. The literature reviewed represents nursing, medical, graduate school, and engineering disciplines because no literature on this topic was available from the pharmacy profession. Based on the recommendations provided in the literature and on the authors’ experience at their college, they created a blueprint consisting of 7 components to help residents transition directly into their roles as faculty members. PMID:24249862
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.
The misleading narrative of the canonical faculty productivity trajectory

PubMed Central

Way, Samuel F.; Morgan, Allison C.; Clauset, Aaron

2017-01-01

A scientist may publish tens or hundreds of papers over a career, but these contributions are not evenly spaced in time. Sixty years of studies on career productivity patterns in a variety of fields suggest an intuitive and universal pattern: Productivity tends to rise rapidly to an early peak and then gradually declines. Here, we test the universality of this conventional narrative by analyzing the structures of individual faculty productivity time series, constructed from over 200,000 publications and matched with hiring data for 2,453 tenure-track faculty in all 205 PhD-granting computer science departments in the United States and Canada. Unlike prior studies, which considered only some faculty or some institutions, or lacked common career reference points, here we combine a large bibliographic dataset with comprehensive information on career transitions that covers an entire field of study. We show that the conventional narrative confidently describes only one-fifth of faculty, regardless of department prestige or researcher gender, and the remaining four-fifths of faculty exhibit a rich diversity of productivity patterns. To explain this diversity, we introduce a simple model of productivity trajectories and explore correlations between its parameters and researcher covariates, showing that departmental prestige predicts overall individual productivity and the timing of the transition from first- to last-author publications. These results demonstrate the unpredictability of productivity over time and open the door for new efforts to understand how environmental and individual factors shape scientific productivity. PMID:29042510
The misleading narrative of the canonical faculty productivity trajectory.

PubMed

Way, Samuel F; Morgan, Allison C; Clauset, Aaron; Larremore, Daniel B

2017-10-31

A scientist may publish tens or hundreds of papers over a career, but these contributions are not evenly spaced in time. Sixty years of studies on career productivity patterns in a variety of fields suggest an intuitive and universal pattern: Productivity tends to rise rapidly to an early peak and then gradually declines. Here, we test the universality of this conventional narrative by analyzing the structures of individual faculty productivity time series, constructed from over 200,000 publications and matched with hiring data for 2,453 tenure-track faculty in all 205 PhD-granting computer science departments in the United States and Canada. Unlike prior studies, which considered only some faculty or some institutions, or lacked common career reference points, here we combine a large bibliographic dataset with comprehensive information on career transitions that covers an entire field of study. We show that the conventional narrative confidently describes only one-fifth of faculty, regardless of department prestige or researcher gender, and the remaining four-fifths of faculty exhibit a rich diversity of productivity patterns. To explain this diversity, we introduce a simple model of productivity trajectories and explore correlations between its parameters and researcher covariates, showing that departmental prestige predicts overall individual productivity and the timing of the transition from first- to last-author publications. These results demonstrate the unpredictability of productivity over time and open the door for new efforts to understand how environmental and individual factors shape scientific productivity. Published under the PNAS license.
Career Benchmarks From the Burroughs Wellcome Fund's Early Faculty Career Development Awards.

PubMed

McGovern, Victoria; Kramarik, Jean; Wilkins, Gary

2013-11-01

Documenting the career characteristics of a highly selective group of researchers provides some insight into how a successful career begins. This knowledge is of value to early-career faculty and those who evaluate them, as well as trainees who aspire to the professoriate and those who educate them. In 2010, the authors extracted information by hand from the curricula vitae of 196 basic scientists who have been supported by the Burroughs Wellcome Fund's early faculty career development programs from 1982 to 2010. Data were collected on awardees' education, awards and honors, funding, promotion, publication, service, and training activities. The end point for data was December 2010. Analyses quantified participants' time to terminal degree, faculty appointment, and first R01; determined their publication productivity; and calculated their rates of training graduate students and postdoctoral fellows. This group moved into jobs and gained first R01s faster than average. Surprisingly, those who train the most students and fellows do not publish the most. Women and men trained different numbers of undergraduates, PhDs, and postdocs. Women awardees had fewer publications on average than men. Researchers who are highly competitive at the early faculty career stage have generally been both timely in their arrival at important benchmarks and productive in terms of their scientific output. Newly trained researchers and the people and institutions that train them share responsibility for attaining expeditious progress, developing a substantial track record, and staking out fertile intellectual ground from which to grow an independent faculty career.
Health Research and Millennium Development Goals: Identifying the Gap From Public Health Perspective.

PubMed

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

2015-08-23

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

NASA Astrophysics Data System (ADS)

Bailey, Crystal

Physics degree holders are among the most employable in the world, often doing everything from managing a research lab at a multi-million dollar corporation, to developing solutions to global problems in their own small startups. Employers know that with a physics training, a potential hire has acquired a broad problem-solving skill set that translates to almost any environment, as well as an ability to be self-guided and -motivated so that they can learn whatever skills are needed to successfully achieve their goals. Therefore it's no surprise that the majority of physics graduates find employment in private sector, industrial settings. Yet at the same time, only about 25% of graduating PhDs will take a permanent faculty position-while academic careers are usually the only track to which students are exposed while earning their degrees. In this talk, I will examine the role of physicist as innovator and how this role intersects with other similar STEM disciplines (such as engineering), and provide some insight into how implementing physics innovation and entrepreneurship (PIE) education will benefit both physics departments and the students they serve, regardless of students' eventual career choices. Additionally, I will provide resources to help faculty mentors give their students better information and training for a broader scope of career possibilities, and information about how educators can get involved in the growing community of PIE educators.
Medical teachers' attitudes towards science and motivational orientation for medical research.

PubMed

Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

2009-01-01

Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P < 0.001, t-test), whereas instructors/research fellows scored higher on the Compensation subscale of extrinsic motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P < 0.001, t-test). Multiple linear regression analysis showed that the number of publications was positively associated with scores on the Science Attitude Survey and the Challenge subscale of intrinsic motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.
A Qualitative Examination of Success Factors for Tenure-Track Women Faculty in Postsecondary Agricultural Education

ERIC Educational Resources Information Center

Murphrey, Theresa Pesl; Odom, Summer F.; McKee, Valerie; Wilkens, Carley Christiansen

2016-01-01

With the growing need for agricultural institutions to provide solutions to global concerns, environmental issues, food security and sustainable agriculture, competent individuals are needed to lead in excellence and innovation. The role of gender in determining success in the workplace has been studied from many perspectives. The purpose of this…
Wise Leadership for Student Success: An Interview with Tim White

ERIC Educational Resources Information Center

Kezar, Adrianna

2015-01-01

Adrianna Kezar recently sat down with Chancellor Tim White of the California State University system to discuss, among many other things, the newly released California State Graduation Initiative and what it will take to enact it. The key commitments of the initiative are: (1) hire more tenure-track faculty; (2) develop engaged advising; (3) solve…
ACHP | Working Together to Build a More Inclusive Preservation Program

Science.gov Websites

Atlanta, Georgia Richard Laub (right) Richard Laub joined the History faculty at Georgia State University is in the History department, so we offer a lot of classes on history and research. There are two tracks for the Heritage Preservation degree, Historic Preservation and Public History. Preservation
Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

ERIC Educational Resources Information Center

Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

2012-01-01

In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…
Reversing Course: The Troubled State of Academic Staffing and a Path Forward

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2008

2008-01-01

Over the last generation, the instructional staffing system in American higher education has experienced a significant reduction in the proportion of jobs for full-time tenured and tenure-track faculty members and a dramatic growth in fixed-term full- and part-time instructional jobs without tenure. About 70 percent of the people teaching in…

Campus Community Partnerships with People Who Are Deaf or Hard-of-Hearing

ERIC Educational Resources Information Center

Matteson, Jamie; Kha, Christine K.; Hu, Diane J.; Cheng, Chih-Chieh; Saul, Lawrence; Sadler, Georgia Robins

2008-01-01

In 1997, the Moores University of California, San Diego (UCSD) Cancer Center and advocacy groups for people who are deaf and hard of hearing launched a highly hearing, successful cancer control collaborative. In 2006, faculty from the Computer Science Department at UCSD invited the collaborative to help develop a new track in their doctoral…
'So you want to be a clinician-educator...': designing a clinician-educator curriculum for internal medicine residents.

PubMed

Heflin, Mitchell T; Pinheiro, Sandro; Kaminetzky, Catherine P; McNeill, Diana

2009-06-01

Despite a growing demand for skilled teachers and administrators in graduate medical education, clinician-educator tracks for residents are rare and though some institutions offer 'resident-as-teacher' programs to assist residents in developing teaching skills, the need exists to expand training opportunities in this area. The authors conducted a workshop at a national meeting to develop a description of essential components of a training pathway for internal medicine residents. Through open discussion and small group work, participants defined the various roles of clinician-educators and described goals, training opportunities, assessment and resource needs for such a program. Workshop participants posited that the clinician-educator has several roles to fulfill beyond that of clinician, including those of teacher, curriculum developer, administrator and scholar. A pathway for residents aspiring to become clinician educators must offer structured training in each of these four areas to empower residents to effectively practice clinical education. In addition, the creation of such a track requires securing time and resources to support resident learning experiences and formal faculty development programs to support institutional mentors and leaders. This article provides a framework by which leaders in medical education can begin to prepare current trainees interested in careers as clinician-educators.
Career transition and dental school faculty development program.

PubMed

Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.
Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work-Life Balance for Medical School Faculty?

PubMed

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis; Villablanca, Amparo C

2015-06-01

Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work-life satisfaction for faculty in a large U.S. medical school. Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health-funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work-life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work-life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work-life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work-life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles.
Do Family Responsibilities and a Clinical Versus Research Faculty Position Affect Satisfaction with Career and Work–Life Balance for Medical School Faculty?

PubMed Central

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia Pleotis

2015-01-01

Abstract Background: Balancing career and family obligations poses challenges to medical school faculty and contributes to dissatisfaction and attrition from academics. We examined the relationship between family setting and responsibilities, rank, and career and work–life satisfaction for faculty in a large U.S. medical school. Methods: Baseline faculty surveys were analyzed from the first year of a 4-year National Institutes of Health–funded study to evaluate awareness, knowledge, attitudes, and use of family friendly policies and career satisfaction. The study focus was on the impact of family responsibilities and characteristics of the faculty position (rank, clinical vs. nonclinical, and academic series) in multivariate comparisons between primary predictors and outcomes of interest. Results: Both clinical and family responsibilities for children under 18 play a major and interacting role in satisfaction with career and work–life balance. Clinical faculty respondents without children at home reported significantly greater career satisfaction and better work–life balance than their nonclinical counterparts. Nonclinical faculty respondents with children reported greater satisfaction and better balance than counterparts without family responsibilities. However, the advantage in career satisfaction and work–life balance for clinical faculty respondents disappeared for those with responsibility for young children. No gender-based differences were noted in the results or across faculty rank for respondents; however, for women, reaching associate professor resulted in greater career satisfaction. Conclusion: This study suggests that both work-related factors and family responsibilities influence satisfaction with career and work–life balance, but the predictors appear to interact in complex and nuanced ways. Further research is needed to delineate more clearly these interactions and to explore other factors that may play important additional roles. PMID:26070036
Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences.

PubMed

Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

2016-03-01

Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics' features. The data were analyzed through Pearson's product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics' features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Faculty members' characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University's objectives and tasks.
Do Regular Social Work Faculty Earn Better Student Course Evaluations than Do Adjunct Faculty or Doctoral Students?

ERIC Educational Resources Information Center

Thyer, Bruce A.; Myers, Laura L.; Nugent, William R.

2011-01-01

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the…
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…
Faculty Hiring at Top-Ranked Higher Education Administration Programs: An Examination Using Social Network Analysis

ERIC Educational Resources Information Center

DiRamio, David; Theroux, Ryan; Guarino, Anthony J.

2009-01-01

Using network analysis we investigated faculty hiring at 21 U. S. News top-ranked programs in higher education administration. Our research questions were as follows. Do top programs hire from each other? Are faculty from the "outside" finding positions at top programs? Mixed results hint at implications for the "health" of the hiring network.…
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…
Relationships between First Generation College Students and Faculty: A Case Study of a Small Rural Private University

ERIC Educational Resources Information Center

Valdez, Ricardo

2016-01-01

The purpose of this qualitative case study is to describe the relationships between first-generation college students and faculty through their own experiences at this rural private four-year institution. It is well documented that positive outcomes are linked with faculty-student interaction which include grade point average (Anaya and Cole…
Tenured Faculty at Colleges and Universities in the United States: A De Facto Private Membership Club

ERIC Educational Resources Information Center

Spanbauer, Julie M.

2009-01-01

There has been a gradual increase at U.S. universities and colleges in the appointment of women to full time faculty positions with women currently comprising approximately 40% of full time faculty. When status, job security, and institutional affiliation are taken into account, the percentage drops significantly: Women occupy only 24% of tenured…
Rank, Pay, and Representation of Women on the Faculty at the Urbana-Champaign Campus of the University of Illinois.

ERIC Educational Resources Information Center

Ferber, Marianne; Loeb, Jane

This report presents information on the employment status of women at the Urbana-Champaign campus of the University of Illinois. Discussed are: (1) the representation, rank, and pay of females on the faculty; (2) representation of women in administrative positions; (3) representation of women on the faculty versus representation in the labor…
Engineering Colleges Report 10% of Faculty Positions Vacant in Fall 1980. Science Resources Studies Highlights.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

The results of a National Science Foundation survey of 181 engineering colleges are summarized in this report which focuses on the extent of and reasons for faculty vacancies and effects of staffing problems. Major findings indicate that: (1) most deans of engineering colleges believe that difficulties in filling faculty slots have impaired the…
Best Practices for Recruiting and Retaining Women in Physics.

NASA Astrophysics Data System (ADS)

Murnane, Margaret

2007-04-01

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

PubMed

Ballard, Richard W; Hagan, Joseph L; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

2015-01-01

Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment, but there is little published research concerning incivility in the area of dental education. The aim of this study was to evaluate differences in perceptions of incivility between dental faculty and students, between students in different courses of study, and between students in different years of dental study. The study utilized an anonymous electronic survey of all dental faculty and administrators and all dental, dental hygiene, and dental laboratory technology students at a single institution. The survey instrument contained questions concerning perceived uncivil behavior in the classroom and clinical settings. Response rates were 54% for faculty and administrators and ranged from 60% to 97% for students in various years and programs. The results were analyzed based on gender, course of study, year of study, and ethnicity. Significant differences were found regarding perceptions of civil behaviour between faculty and students, male and female students, the year of study, and the course of study. These differences point to the need for further research as well as administrative leadership and faculty development to define guidelines in this area in order to ensure a positive learning environment.
Outcomes of three part-time faculty development fellowship programs.

PubMed

Anderson, W A; Stritter, F T; Mygdal, W K; Arndt, J E; Reid, A

1997-03-01

Part-time faculty development fellowship programs have trained large numbers of new physician faculty for family medicine education programs. This study reviews data from three part-time fellowship programs to determine how well the programs train new faculty and the academic success of fellowship graduates. Part-time fellowship programs at Michigan State University, the University of North Carolina, and the Faculty Development Center in Waco, Tex, sent written surveys to graduates as part of routine follow-up studies. Graduates were asked to report their current status in academic medicine, how they spend their time, measures of academic productivity, and assessments of how well their training prepared them for their current academic positions. Data were complied at each institution and sent to Michigan State University for analysis. The majority of graduates (76%) have remained in their academic positions, and half (49%) teach in medically underserved settings. Graduates report high levels of satisfaction with the training they received. Thirty-two percent of graduates have published peer-reviewed articles, and almost 50% have presented at peer-reviewed meetings. Part-time fellowship programs have been successful at training and retaining large numbers of new faculty for family medicine.
Living the academic life: A model for work-family conflict.

PubMed

Beigi, Mina; Shirmohammadi, Melika; Kim, Sehoon

2015-01-01

Work-family conflict (WFC) is an inter-role conflict, which suggests that fulfilling expectations of family roles makes it difficult to satisfy expectations of work roles, and vice versa. Living an academic life includes balancing multiple work demands and family responsibilities, which may generate WFC for many faculty members. Researchers have emphasized the need for further studies of how faculty integrate work and family demands. This study explores WFC among Iranian faculty. We examine relationships among work hours, time spent with family, work-interference with family (WIF), family-interference with work (FIW), and job satisfaction. Faculty members from 25 Iranian public universities completed a questionnaire. Structural equation modeling was used to test hypotheses in a single model. Findings suggest a positive relationship between faculty weekly work hours and WIF, and between time spent with family and FIW. WIF correlated negatively with job satisfaction, and work hours correlated positively with job satisfaction. Time spent with family and FIW had no influence on job satisfaction, and spouse employment moderated the relationship between WIF and job satisfaction. Findings have implications for human resources and organizational development professionals seeking insight into how faculty members and other knowledge workers experience work-family interrelationships.
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.
Increase in female faculty in American Society for Gastrointestinal Endoscopy-sponsored programming over time.

PubMed

Enestvedt, Brintha K; DeVivo, Rebecca S; Schmitt, Colleen M; Calderwood, Audrey H

2018-04-01

Female representation in medicine is increasing across all levels of medical training, yet women hold fewer senior leadership positions than men. National recognition, including participation as faculty in society-sponsored programs, is one component of academic advancement. The aim of this study was to characterize female representation among faculty in courses sponsored by the American Society for Gastrointestinal Endoscopy (ASGE). We performed a retrospective review of demographic data, including faculty gender and role, year, and program type, from the ASGE database of its sponsored programs between 2009 and 2014. Female faculty rates were compared with the rate of female membership in the ASGE and by faculty role and course type over time. Between 2009 and 2014 there were a total of 2020 ASGE course faculty positions of which women comprised 19%. There was a significant increase in the proportion of women that served as course faculty over time (P < .0005). Female faculty participation exceeded the ASGE female domestic membership rate in all years. Women were more likely to serve as course directors than lecturers (25% vs 18%, P = .004) and to participate in smaller courses (P = .0003). We found an increase in female participation in ASGE programming over time, suggesting that specialty societies are making efforts to improve female representation at the national level. Future work should evaluate whether or not these opportunities translate into leadership roles for women within their own institutions or lead to promotions for women over time. Copyright © 2018 American Society for Gastrointestinal Endoscopy. Published by Elsevier Inc. All rights reserved.

The effect of NIDCR R25 grant support on the curriculum and culture of a research non-intensive dental school.

PubMed

Iacopino, A M; Pryor, M E; Taft, T B; Lynch, D P

2007-07-01

Our objective was to evaluate changes in curriculum and culture within a research non-intensive dental school after implementation of programs supported by the NIH-NIDCR R25 Oral Health Research Curriculum Grant. We designed new curricular elements to foster an appreciation of research/discovery, an interest in academic/research careers, and application of biomedical/clinical advances to patient care. Funding was utilized to develop, implement, and assess a dedicated curricular track of continuous student research/scholarly activity throughout the four years of dental education. This track represented mandatory hours of didactic time exposing students to topics not traditionally included in dental curricula. Additionally, students were provided with customized flexible schedules to participate in elective "hands-on" mentored research/scholarly experiences at local, national, and international sites, including linkages to certificate, MS, and PhD programs. Funding was also used to support a wide array of faculty development activities that provided skill sets required to deliver integrated biomedical/clinical content, research-oriented evidence-based approaches to dental education, and translational case-based teaching methods emphasizing the application of new science/technologies to patient care. We measured changes in student, faculty, and institutional profiles/attitudes using traditional benchmarks, surveys, and focus groups. Comparisons were made between baseline data prior to R25 program initiation and data collected after years 3-4 of program implementation. Significant increases were demonstrated in: (1) student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers; (2) faculty participation in development activities, publication of manuscripts, and mentoring of students; and (3) increased institutional credibility within the university, supportive infrastructure for research/scholarship, and cultural expectations for academic excellence. Thus, we believe that the R25 programming changed the culture of our dental school, creating a supportive environment for research/scholarship, increasing academic productivity, and altering the attitudes of faculty/students.
Minority faculty members' resilience and academic productivity: are they related?

PubMed

Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

2010-09-01

To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.
Hybrid position and orientation tracking for a passive rehabilitation table-top robot.

PubMed

Wojewoda, K K; Culmer, P R; Gallagher, J F; Jackson, A E; Levesley, M C

2017-07-01

This paper presents a real time hybrid 2D position and orientation tracking system developed for an upper limb rehabilitation robot. Designed to work on a table-top, the robot is to enable home-based upper-limb rehabilitative exercise for stroke patients. Estimates of the robot's position are computed by fusing data from two tracking systems, each utilizing a different sensor type: laser optical sensors and a webcam. Two laser optical sensors are mounted on the underside of the robot and track the relative motion of the robot with respect to the surface on which it is placed. The webcam is positioned directly above the workspace, mounted on a fixed stand, and tracks the robot's position with respect to a fixed coordinate system. The optical sensors sample the position data at a higher frequency than the webcam, and a position and orientation fusion scheme is proposed to fuse the data from the two tracking systems. The proposed fusion scheme is validated through an experimental set-up whereby the rehabilitation robot is moved by a humanoid robotic arm replicating previously recorded movements of a stroke patient. The results prove that the presented hybrid position tracking system can track the position and orientation with greater accuracy than the webcam or optical sensors alone. The results also confirm that the developed system is capable of tracking recovery trends during rehabilitation therapy.
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.
Integration of academic and clinical performance-based faculty compensation plans: a system and its impact on an anaesthesiology department.

PubMed

Sakai, T; Hudson, M; Davis, P; Williams, J

2013-10-01

The current economic environment makes it difficult for academic institutions to maintain academic activities with necessary clinical coverage. Productivity-based faculty compensation is reported to improve clinical work output; however, the impact on academic productivity has not been fully described. An academic anaesthesiology department has used a comprehensive clinical and academic performance-based faculty compensation programme as fiscal year (FY) 2004. Faculty choosing to pursue an academic track can devote up to 80% of their time to non-clinical activities. Payment for this time is 'salary at risk', which is earned through a merit matrix system, which was newly developed to award points for various academic activities. Unclaimed portions of the salary at risk are absorbed into the department budget at the conclusion of the FY. Clinical activities are measured chiefly based on total hours of anaesthetic care. Academic full-time equivalents (FTEs) decreased by 12.0% in FY2005 (FTE of 16.0-14.1) but recovered to the baseline level in FY2006 and remained stable. Clinical FTE also decreased by 6.6% in FY2005 (FTE of 109.1-101.9), then increased in FY2006-FY2010. Increased clinical work output was observed among the clinical and academic faculty members. Each academic faculty member successfully earned their salary at risk in each FY. The annual number of peer-reviewed publications per academic FTE in original research increased from 0.31 (0.18) (FY2001-FY2003) to 0.73 (0.14) (FY2006-FY2011), P=0.024. Integration of clinical and academic performance-based faculty compensation systems is feasible and can be efficacious in a large academic anaesthesiology department.
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.
Hot topics, urgent priorities, and ensuring success for racial/ethnic minority young investigators in academic pediatrics.

PubMed

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

2016-12-09

The number of racial/ethnic minority children will exceed the number of white children in the USA by 2018. Although 38% of Americans are minorities, only 12% of pediatricians, 5% of medical-school faculty, and 3% of medical-school professors are minorities. Furthermore, only 5% of all R01 applications for National Institutes of Health grants are from African-American, Latino, and American Indian investigators. Prompted by the persistent lack of diversity in the pediatric and biomedical research workforces, the Academic Pediatric Association Research in Academic Pediatrics Initiative on Diversity (RAPID) was initiated in 2012. RAPID targets applicants who are members of an underrepresented minority group (URM), disabled, or from a socially, culturally, economically, or educationally disadvantaged background. The program, which consists of both a research project and career and leadership development activities, includes an annual career-development and leadership conference which is open to any resident, fellow, or junior faculty member from an URM, disabled, or disadvantaged background who is interested in a career in academic general pediatrics. As part of the annual RAPID conference, a Hot Topic Session is held in which the young investigators spend several hours developing a list of hot topics on the most useful faculty and career-development issues. These hot topics are then posed in the form of six "burning questions" to the RAPID National Advisory Committee (comprised of accomplished, nationally recognized senior investigators who are seasoned mentors), the RAPID Director and Co-Director, and the keynote speaker. The six compelling questions posed by the 10 young investigators-along with the responses of the senior conference leadership-provide a unique resource and "survival guide" for ensuring the academic success and optimal career development of young investigators in academic pediatrics from diverse backgrounds. A rich conversation ensued on the topics addressed, consisting of negotiating for protected research time, career trajectories as academic institutions move away from an emphasis on tenure-track positions, how "non-academic" products fit into career development, racism and discrimination in academic medicine and how to address them, coping with isolation as a minority faculty member, and how best to mentor the next generation of academic physicians.
Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

ERIC Educational Resources Information Center

Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.

2014-01-01

Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of…
The Idaho dedicated education unit model: cost-effective, high-quality education.

PubMed

Springer, Pamela J; Johnson, Patricia; Lind, Bonnie; Walker, Eldon; Clavelle, Joanne; Jensen, Nancy

2012-01-01

Faculty face many challenges in delivering clinical education, including faculty availability, the complexity of the faculty role, and limited clinical placements. Dedicated education units (DEUs) are being explored as alternatives to traditional clinical placement models. The authors describe the successful development of a DEU that resulted in positive student outcomes at reduced cost to both the school and the medical center.
A Study of Faculty Members' Perceptions of the Effect of the Globalization on Higher Education: The Case of Jordan

ERIC Educational Resources Information Center

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

2015-01-01

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

PubMed

Lee, Won-Hee; Kim, Cho Ja; Roh, Young Sook; Shin, Hyunsook; Kim, Mi Ja

2007-01-01

Clinical track faculty (CTF) has been in operation for more than two decades in the United States, and 12 of the top 20 schools of nursing with the highest National Institutes of Health funding in the United States have CTF in place. Yet, only limited articles have been published regarding the merits and issues related to its operation. This article examines the advantages/merits of establishing CTF in schools of nursing, discusses the qualification criteria and types of appointment for CTF, and analyzes issues related to operating CTF in Korea. A questionnaire survey and two workshops were conducted involving faculty from a college of nursing and clinical nurse managers from university-affiliated medical centers and community agencies. Most of the respondents indicated that establishing CTF was advantageous. Merits included the following: increasing reality-based clinical education and training; decreasing the reality shock of students; increasing student satisfaction; and linking education, practice, and research more effectively. Major issues were as follows: getting the approval of medical centers/universities; developing an agreement on CTF operation between the college of nursing and clinical agencies; clarifying types and criteria of appointment and promotion; and developing a statement on role and compensation policies. Most issues are similar to what U.S. schools of nursing have faced, except for the first one. In conclusion, establishing CTF in Korea appears to be highly desirable. Merits outweigh issues/concerns, and Korean nursing schools may look for an opportune time for obtaining the approval of medical centers/universities. Nursing schools in other countries that face a similar challenge of providing clinical teaching with high research performance may consider instituting CTF.
Examining Transformation on the Road to the Professoriate

ERIC Educational Resources Information Center

Benoit, Anne C.

2016-01-01

This chapter presents the findings of a narrative study of two diverse faculty members on the path to their current faculty positions and examines their negotiation of a critical event in light of adult transformative learning.
Senate Rostrum: Academic Senate for California Community Colleges Newsletter

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Need for full Time faculty (again) by Jane Patton; (2) Reading May Be the Key to Unlocking Basic Skills Success by Janet Fulks; (3) Diversity Institute on the Right Track by Beth Smith; (4)…
The Impact of Library Resources and Services on the Scholarly Activity of Medical Faculty and Residents.

PubMed

Quesenberry, Alexandria C; Oelschlegel, Sandy; Earl, Martha; Leonard, Kelsey; Vaughn, Cynthia J

2016-01-01

Librarians at an academic medical center library gathered data to determine if library services and resources impacted scholarly activity. A survey was developed and sent out to faculty and residents asking how they used the library during scholarly activity. Sixty-five faculty members and residents responded to the survey. The majority of respondents involved with scholarly activity use the library's services and resources. PubMed is the most frequently used database. The positive results show the library impacts the scholarly activity of medical faculty and residents.
Crowd-sourced assessment of technical skills: an adjunct to urology resident surgical simulation training.

PubMed

Holst, Daniel; Kowalewski, Timothy M; White, Lee W; Brand, Timothy C; Harper, Jonathan D; Sorenson, Mathew D; Kirsch, Sarah; Lendvay, Thomas S

2015-05-01

Crowdsourcing is the practice of obtaining services from a large group of people, typically an online community. Validated methods of evaluating surgical video are time-intensive, expensive, and involve participation of multiple expert surgeons. We sought to obtain valid performance scores of urologic trainees and faculty on a dry-laboratory robotic surgery task module by using crowdsourcing through a web-based grading tool called Crowd Sourced Assessment of Technical Skill (CSATS). IRB approval was granted to test the technical skills grading accuracy of Amazon.com Mechanical Turk™ crowd-workers compared to three expert faculty surgeon graders. The two groups assessed dry-laboratory robotic surgical suturing performances of three urology residents (PGY-2, -4, -5) and two faculty using three performance domains from the validated Global Evaluative Assessment of Robotic Skills assessment tool. After an average of 2 hours 50 minutes, each of the five videos received 50 crowd-worker assessments. The inter-rater reliability (IRR) between the surgeons and crowd was 0.91 using Cronbach's alpha statistic (confidence intervals=0.20-0.92), indicating an agreement level between the two groups of "excellent." The crowds were able to discriminate the surgical level, and both the crowds and the expert faculty surgeon graders scored one senior trainee's performance above a faculty's performance. Surgery-naive crowd-workers can rapidly assess varying levels of surgical skill accurately relative to a panel of faculty raters. The crowds provided rapid feedback and were inexpensive. CSATS may be a valuable adjunct to surgical simulation training as requirements for more granular and iterative performance tracking of trainees become mandated and commonplace.
Health Research and Millennium Development Goals: Identifying the Gap From Public Health Perspective

PubMed Central

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

2016-01-01

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

PubMed

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

2010-05-01

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

PubMed

Iqbal, Zafar; Somauroo, John

2015-11-01

Position statements published by the Faculty of Sport and Exercise Medicine UK are quick reference or information documents and include up to 10 short points of clinical relevance for the Sport and Exercise Medicine community as well as for general practitioners and health professionals. The Faculty of Sport and Exercise Medicine (FSEM) UK has published a statement to create greater awareness that the survival rate from Sudden Cardiac Arrest could improve with prompt access to an automated external defibrillator (AED). Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Faculty perspectives on the inclusion of work-related learning in engineering curricula

NASA Astrophysics Data System (ADS)

Magnell, Marie; Geschwind, Lars; Kolmos, Anette

2017-11-01

The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.
Using Carl Rogers' person-centered model to explain interpersonal relationships at a school of nursing.

PubMed

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

2015-01-01

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

Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences

PubMed Central

Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

2016-01-01

Introduction Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. Methods the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics’ features. The data were analyzed through Pearson’s product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Results Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics’ features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Conclusion Faculty members’ characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University’s objectives and tasks. PMID:27123222
A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

PubMed

Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

2015-02-15

Although medical colleges in Iraq started recently to increasingly use small group teaching approach, there is limited research on the challenges, opportunities and needs of small group teaching in Iraq particularly in Kurdistan Region. Therefore, this study was aimed to assess the small group teaching experience in the 4(th) and 5(th) year of study in Hawler College of Medicine with a focus on characterizing the impressions of faculty members about how small group teaching is proceeding in the college. A qualitative study based on semi-structured interviews with 20 purposively selected faculty members was conducted. An interview guide was used for data collection that was around different issues related to small group teaching in medical education including planning, preparation, positive aspects, problems facing its implementation, factors related to it and recommendations for improvement. Qualitative data analysis comprised identifying themes that emerged from the review of transcribed interviews. Participants reported some positive experience and a number of positive outcomes related to this experience including better controlling the class, enhancing students' understanding of the subject, increasing interaction in the class, increasing the students' confidence, enhancing more contact between teachers and students, improving the presentation skills of the students and improving the teacher performance. The participants emphasized poor preparation and planning for application of this system and highlighted a number of problems and challenges facing this experience particularly in terms of poor infrastructure and teaching facilities, poor orientation of students and teachers, inadequate course time for some subjects and shortage of faculty members in a number of departments. The main suggestions to improve this experience included improving the infrastructure and teaching facilities, using more interactive teaching methods and better organization and management of the system. Despite what the faculty perceived as the college's failure to provide physical settings or training for small group learning to the faculty and the students, the faculty members were able to articulate positive experiences and outcomes associated with their college's efforts to introduce teaching in smaller group sessions.
Diversity Exiting the Academy: Influential Factors for the Career Choice of Well-Represented and Underrepresented Minority Scientists

PubMed Central

Layton, Rebekah L.; Brandt, Patrick D.; Freeman, Ashalla M.; Harrell, Jessica R.; Hall, Joshua D.; Sinche, Melanie

2016-01-01

A national sample of PhD-trained scientists completed training, accepted subsequent employment in academic and nonacademic positions, and were queried about their previous graduate training and current employment. Respondents indicated factors contributing to their employment decision (e.g., working conditions, salary, job security). The data indicate the relative importance of deciding factors influencing career choice, controlling for gender, initial interest in faculty careers, and number of postgraduate publications. Among both well-represented (WR; n = 3444) and underrepresented minority (URM; n = 225) respondents, faculty career choice was positively associated with desire for autonomy and partner opportunity and negatively associated with desire for leadership opportunity. Differences between groups in reasons endorsed included: variety, prestige, salary, family influence, and faculty advisor influence. Furthermore, endorsement of faculty advisor or other mentor influence and family or peer influence were surprisingly rare across groups, suggesting that formal and informal support networks could provide a missed opportunity to provide support for trainees who want to stay in faculty career paths. Reasons requiring alteration of misperceptions (e.g., limited leadership opportunity for faculty) must be distinguished from reasons requiring removal of actual barriers. Further investigation into factors that affect PhDs’ career decisions can help elucidate why URM candidates are disproportionately exiting the academy. PMID:27587854
Burnout in Female Faculty Members.

PubMed

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

2017-04-01

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

PubMed Central

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

2016-01-01

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

PubMed

Carr, Phyllis L; Raj, Anita; Kaplan, Samantha E; Terrin, Norma; Breeze, Janis L; Freund, Karen M

2018-01-30

Prior studies have found that women in academic medicine do not advance or remain in their careers in parity with men. The authors examined a national cohort of faculty from the 1995 National Faculty Survey to identify predictors of advancement, retention, and leadership for women faculty. The authors followed 1,273 faculty at 24 medical schools in the continental United States for 17 years to identify predictors of advancement, retention, and leadership for women faculty. Schools were balanced for public or private status and the four Association of American Medical Colleges geographic regions. The authors used regression models to adjust for covariates: seniority, department, academic setting, and race/ethnicity. After adjusting for significant covariates women were less likely than men to achieve the rank of professor (OR = 0.57; 95% CI, 0.43-0.78) or to remain in academic careers (OR = 0.68; 95% CI, 0.49-0.94). When number of refereed publications were added to the model, differences by gender in retention and attainment of senior rank were no longer significant. Male faculty were more likely to hold senior leadership positions after adjusting for publications (OR = 0.49; 95% CI, 0.35-0.69). Gender disparities in rank, retention, and leadership remain across the career trajectories of the faculty cohort in this study. Women were less likely to attain senior-level positions than men, even after adjusting for publication-related productivity. Institutions must examine the climate for women to ensure their academic capital is fully utilized and equal opportunity exists for leadership.
Gender Differences in Publication Productivity, Academic Rank, and Career Duration Among U.S. Academic Gastroenterology Faculty.

PubMed

Diamond, Sarah J; Thomas, Charles R; Desai, Sima; Holliday, Emma B; Jagsi, Reshma; Schmitt, Colleen; Enestvedt, Brintha K

2016-08-01

Female representation in academic medicine is increasing without proportional increases in female representation at senior ranks. The purpose of this study is to describe the gender representation in academic gastroenterology (GI) and compare publication productivity, academic rank, and career duration between male and female gastroenterologists. In 2014, the authors collected data including number of publications, career duration, h-index, and m-index for faculty members at 114 U.S. academic GI programs. Of 2,440 academic faculty, 1,859 (76%) were men and 581 (24%) were women. Half (50%) of men held senior faculty position compared with 29% of women (P < .001). Compared with female faculty, male faculty had significantly (P < .001) longer careers (20 vs. 11 years), more publications (median 24 [0-949] vs. 9 [0-438]), and higher h-indices (8 vs. 4). Higher h-index correlated with higher academic rank (P < .001). The authors detected no difference in the h-index between men and women at the same rank for professor, associate professor, and instructor, nor any difference in the m-index between men and women (0.5 vs. 0.46, respectively, P = .214). A gender gap exists in the number and proportion of women in academic GI; however, after correcting for career duration, productivity measures that consider quantity and impact are similar for male and female faculty. Women holding senior faculty positions are equally productive as their male counterparts. Early and continued career mentorship will likely lead to continued increases in the rise of women in academic rank.
Position Paper: Dental General Practice Residency Programs: Financing and Operations.

ERIC Educational Resources Information Center

Hanson, Paul W.

1983-01-01

A discussion of changeable economic issues that can affect dental general practice residency program planning includes costs and resource allocation, maximizing efficiency and productivity, ambulatory and inpatient revenue sources, management functions, faculty as practitioners, faculty appointments, and marketing. (MSE)
On Becoming Faculty Librarians: Acculturation Problems and Remedies.

ERIC Educational Resources Information Center

Mitchell, W. Bede; Morton, Bruce

1992-01-01

Discussion of the acculturation of academic librarians to faculty positions focuses on the processes of acculturation, including selection, sequestration, instruction and apprenticeship, sanctioning, certification and sponsorship, and mentoring. Difficulties with this process specific to librarians are considered, and suggestions for improving…
Recent Responses of Western North American Forests and Hydroclimate to Pacific Storm Track Position and Intensity

NASA Astrophysics Data System (ADS)

Dannenberg, M. P.; Wise, E.

2017-12-01

Much of the precipitation delivered to western North America arrives during the October to March cool season via midlatitude Pacific storm tracks, which may shift in the future due to climate change. Using historical climate, tree-ring, and remote sensing data, we assessed the sensitivity of western North American hydroclimate and ecosystems to the position and intensity of cool-season Pacific storm tracks. From 1980-2014, mean annual cool-season storm tracks entered western North America between approximately 41°N to 53°N, with substantial interannual variability in both the position and intensity of the storm tracks. We examined relationships between storm tracks and two hydroclimatic variables: the cool-season standardized precipitation-evapotranspiration index and April snow water equivalent. We also assessed how historical storm track variability affected ecosystems using forest growth estimates from a large tree-ring network as well as land surface phenology and wildfire estimates from AVHRR and Landsat, respectively. Cool-season moisture supply and snowpack responded strongly to storm track position, with positive correlations to storm track latitude in eastern Alaska and northwestern Canada but negative correlations in the northwestern U.S. These hydroclimatic impacts were largely driven by the latitudinal position of storm tracks during the "shoulder" seasons (i.e., autumn and early spring). Ecosystems of the western U.S. tended to be greener and more productive following winters with south-shifted storm tracks, while Canadian ecosystems were greener in years when the cool-season storm track was shifted to the north. On average, larger areas of the northwestern U.S. were burned by moderate to high severity wildfires when storm tracks were displaced north, and the average burn area per fire also tended to be higher in years with north-shifted storm tracks. Assuming that these historical relationships continue to hold under future climate scenarios, our results suggest that projected long-term shifts of Pacific storm tracks over the 21st century would likely alter hydroclimatic and ecological regimes in western North America, particularly in the northwestern U.S., where moisture supply and ecosystem processes are highly sensitive to the position of cool-season storm tracks.
Cheyney University Curriculum and Infrastructure Enhamcement in STEM

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

Eva, Sakkar Ara

Cheyney University is the oldest historically Black educational institution in America. Initially established as a “normal” school emphasizing the matriculation of educators, Cheyney has become a comprehensive university, one of 14 state universities comprising the Pennsylvania State System of Higher Education (PASSHE). Cheyney University graduates still become teachers, but they also enter such fields as journalism, medicine, science, mathematics, law, communication and government. Cheyney University is a small state owned HBCU with very limited resource. At present the university has about a thousand students with 15% in STEM. The CUCIES II grant made significant contribution in saving the computer sciencemore » program from being a discontinued program in the university. The grant enabled the university to hire a temporary faculty to teach in and update the computer science program. The program is enhanced with three tracks; cyber security, human computer interaction and general. The updated and enhanced computer science program will prepare professionals in the area of computer science with the knowledge, skills, and professional ethic needed for the current market. The new curriculum was developed for a professional profile that would focus on the technologies and techniques currently used in the industry. With faculty on board, the university worked with the department to bring back the computer science program from moratorium. Once in the path of being discontinued and loosing students, the program is now growing. Currently the student number has increased from 12 to 30. University is currently in the process of hiring a tenure track faculty in the computer science program. Another product of the grant is the proposal for introductory course in nanotechnology. The course is intended to generate interest in the nanotechnology field. The Natural and Applied Science department that houses all of the STEM programs in Cheyney University, is currently working to bring back environmental science program from moratorium. The university has been working to improve minority participation in STEM and made significant stride in terms of progressing students toward graduate programs and into professoriate track. This success is due to faculty mentors who work closely with students to guiding them through the application processes for research internship and graduate programs; it is also due to the university forming collaborative agreements with research intensive institutions, federal and state agencies and industry. The grant assisted in recruiting and retaining students in STEM by offering tuition scholarship, research scholarship and travel awards. Faculty professional development was supported by the grant by funding travel to conferences, meetings and webinar. As many HBCU Cheyney University is also trying to do more with less. As the STEM programs are inherently expensive, these are the ones that suffer more when resources are scarce. One of the goals of Cheyney University strategic plan is to strengthen STEM programs that is coherent with the critical skill need of Department of Energy. All of the Cheyney University STEM programs are now located in the new science building funded by Pennsylvania state.« less
The gap between medical faculty's perceptions and use of e-learning resources.

PubMed

Kim, Kyong-Jee; Kang, Youngjoon; Kim, Giwoon

2017-01-01

e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources. To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources. Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data. Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.' Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.
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.
What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

PubMed

Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

2010-01-01

To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.
Research Productivity in Top-Ranked Schools in Psychology and Social Work: Does Having a Research Culture Matter?

ERIC Educational Resources Information Center

Barner, John R.; Holosko, Michael J.; Thyer, Bruce A.; King, Steve, Jr.

2015-01-01

The "h"-index for all social work and psychology tenured or tenure-track faculty in the top 25 social work programs and psychology departments as ranked by "U.S. News and World Report" in 2012 and 2013, respectively, were obtained, permitting comparison of the scholarly influence between members (N = 1,939) of the two fields.…
Re-Shaping the Faculty: Emergence and Development of "Permanent-Contingent" Roles through the Lens of Cultural-Historical Activity Theory

ERIC Educational Resources Information Center

Tkachenko, Oleksandr; Louis, Karen Seashore

2017-01-01

This study retrospectively examines the emergence and development of a new class of full-time non-tenure track employees in a large land grant research university in the U.S., which created the employment category in 1980. We employ cultural-historical activity theory (CHAT) to explore how this class of employees became institutionalized within…
Gauging the Gaps in Student Problem-Solving Skills: Assessment of Individual and Group Use of Problem-Solving Strategies Using Online Discussions

ERIC Educational Resources Information Center

Anderson, William L.; Mitchell, Steven M.; Osgood, Marcy P.

2008-01-01

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted…
Sex Discrimination at Saint Ambrose University: The Moral and Legal Consequences of Unethical Behavior

ERIC Educational Resources Information Center

Martin, Jennifer; Beese, Jane A.

2015-01-01

This case was developed for use in a learning-centered course with a focus on administrative leadership and ethical behavior. This case describes the experience of a new faculty member at Saint Ambrose University, as she discovers a wide range of ethical and management problems in her department. The case unfolds as we track her efforts to deal…
Being In-Between: Reflecting on Time, Space and Career during the Tenure Application Process

ERIC Educational Resources Information Center

Eichler, Mathew

2015-01-01

Part of the process of becoming a tenured faculty member is applying for tenure. This reflective essay reports on the period after the submission of tenure materials for review but before the review process for tenure is completed. This is an "in-between" space, where the race of the tenure track is no longer present, but the role of…
California Schools Develop Joint Faculty Journalism Project.

ERIC Educational Resources Information Center

Patt, Bruce E.

1995-01-01

Describes the Joint Faculty Journalism project, undertaken in 1994-95 by California's community colleges and universities to develop methods for increasing alliances with journalism practitioners. Discusses project objectives and resulting recommendations related to increasing student recruitment and success. Reviews positive project outcomes and…

Model for a university-based clinical research development infrastructure.

PubMed

Havermahl, Tamara; LaPensee, Elizabeth; Williams, David; Clauw, Daniel; Parker, Robert A; Downey, Brad; Liu, Jing; Myles, James

2015-01-01

The Research Development Core (RDC) is housed within the Michigan Institute for Clinical & Health Research (MICHR) at the University of Michigan (U-M). Established in 2006, RDC provides no-cost, in-person consultations to help U-M investigators strengthen their grant proposals. RDC offers investigators feedback and critique on all aspects of their study design, plus partnerships, funding mechanisms, and future directions. This article describes RDC's model and provides data describing the success of its services.RDC is composed of a multidisciplinary team of professionals in grant development. It comprises two senior faculty codirectors from the U-M Medical School, two senior biostatisticians, outside faculty content experts, and RDC administrative staff. Investigators contact RDC to request a consultation and submit advance grant materials for review by the RDC team. During the consultation, investigators explain their project and identify challenges. The RDC team and additional experts offer feedback that is captured in meeting notes and provided to investigators. RDC commitments beyond the meetings are implemented and carefully tracked. Investigators may also request grant editing, budgeting, or proposal submission assistance. Investigators using RDC have been awarded $44.5 million since 2011.The demand for RDC consultations doubled from 2010 to 2011 and reached a high of 131 consultations in 2012. Investigator feedback has been positive: 80% reported that RDC had a strong impact on their proposal, and over 90% indicated that they would recommend RDC to colleagues. MICHR is committed to providing investigators with RDC services to better ensure strong grant applications and successful research careers.
Studying Behaviors Among Neurosurgery Residents Using Web 2.0 Analytic Tools.

PubMed

Davidson, Benjamin; Alotaibi, Naif M; Guha, Daipayan; Amaral, Sandi; Kulkarni, Abhaya V; Lozano, Andres M

Web 2.0 technologies (e.g., blogs, social networks, and wikis) are increasingly being used by medical schools and postgraduate training programs as tools for information dissemination. These technologies offer the unique opportunity to track metrics of user engagement and interaction. Here, we employ Web 2.0 tools to assess academic behaviors among neurosurgery residents. We performed a retrospective review of all educational lectures, part of the core Neurosurgery Residency curriculum at the University of Toronto, posted on our teaching website (www.TheBrainSchool.net). Our website was developed using publicly available Web 2.0 platforms. Lecture usage was assessed by the number of clicks, and associations were explored with lecturer academic position, timing of examinations, and lecture/subspecialty topic. The overall number of clicks on 77 lectures was 1079. Most of these clicks were occurring during the in-training examination month (43%). Click numbers were significantly higher on lectures presented by faculty (mean = 18.6, standard deviation ± 4.1) compared to those delivered by residents (mean = 8.4, standard deviation ± 2.1) (p = 0.031). Lectures covering topics in functional neurosurgery received the most clicks (47%), followed by pediatric neurosurgery (22%). This study demonstrates the value of Web 2.0 analytic tools in examining resident study behavior. Residents tend to "cram" by downloading lectures in the same month of training examinations and display a preference for faculty-delivered lectures. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
The glass ceiling in academe: health administration is no exception.

PubMed

Stoskopf, C H; Xirasagar, S

1999-01-01

This paper reviews gender issues in academe and presents findings of a limited survey of ACEHSA-accredited health administration graduate programs. The survey shows gender ratios adverse to women at the full, associate, and assistant professor levels. Men to women ratio among faculty was 1.98, among full-time faculty it was 2.24, and among tenured/tenure-track faculty it was 2.69, despite an excess of female students over male students in graduate programs, and despite equal proportions of women and men faculty holding doctoral degrees. Distribution by rank showed 48.5 percent full professors, 27.8 percent associate professors, and, 20.1 percent assistant professors among men, vs. 27.4 percent, 41.1 percent, and 31.5 percent respectively among women. In other academic fields similar gender ratios prevail, and many researchers have documented evidence of continuing gender inequities in tenure, promotion and salary, given comparable performance, despite the enactment of Title IX in 1972. Gender disparities are rooted in a complex web of gender-specific constraints interwoven with secular human capital and structural variables, and confounded by sexist discriminatory factors. In light of these issues, recommendations are made toward creating an equitable academic climate without compromising the ideal of meritocracy, through gender-sensitive initiatives and vigilance mechanisms to bring policies to fruition.
Writing for publication in medical education: the benefits of a faculty development workshop and peer writing group.

PubMed

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

2008-01-01

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

PubMed

Moore, Fraser

2017-10-01

Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.
Modular Track System For Positioning Mobile Robots

NASA Technical Reports Server (NTRS)

Miller, Jeff

1995-01-01

Conceptual system for positioning mobile robotic manipulators on large main structure includes modular tracks and ancillary structures assembled easily along with main structure. System, called "tracked robotic location system" (TROLS), originally intended for application to platforms in outer space, but TROLS concept might also prove useful on Earth; for example, to position robots in factories and warehouses. T-cross-section rail keeps mobile robot on track. Bar codes mark locations along track. Each robot equipped with bar-code-recognizing circuitry so it quickly finds way to assigned location.
Positive Peer-Pressured Productivity (P-QUAD): Novel Use of Increased Transparency and a Weighted Lottery to Increase a Division's Academic Output.

PubMed

Pitt, Michael B; Furnival, Ronald A; Zhang, Lei; Weber-Main, Anne M; Raymond, Nancy C; Jacob, Abraham K

2017-03-01

Evaluate a dual incentive model combining positive peer pressure through increased transparency of peers' academic work with a weighted lottery where entries are earned based on degree of productivity. We developed a dual-incentive peer mentoring model, Positive Peer-Pressured Productivity (P-QUAD), for faculty in the Pediatric Hospital Medicine Division at the University of Minnesota Masonic Children's Hospital. This model provided relative value-based incentives, with points assigned to different scholarly activities (eg. 1 point for abstract submission, 2 points for poster presentation, 3 points for oral presentation, etc.). These points translated into to lottery tickets for a semi-annual drawing for monetary prizes. Productivity was compared among faculty for P-QUAD year to the preintervention year. Fifteen (83%) of 18 eligible faculty members participated. Overall annual productivity per faculty member as measured by total P-QUAD score increased from a median of 3 (interquartile range [IQR] 0-14) in the preintervention year to 4 (IQR 0-27) in the P-QUAD year (P = .051). Submissions and acceptances increased in all categories except posters which were unchanged. Annual abstract submissions per faculty member significantly increased from a median of 1 (IQR 0-2) to 2 (IQR 0-2; P = .047). Seventy-three percent (8 of 11) of post-survey respondents indicated that the financial incentive motivated them to submit academic work; 100% indicated that increased awareness of their peers' work was a motivator. The combination of increased awareness of peers' academic productivity and a weighted lottery financial incentive appears to be a useful model for stimulating academic productivity in early-career faculty. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
Medical school deans' perceptions of organizational climate: useful indicators for advancement of women faculty and evaluation of a leadership program's impact.

PubMed

Dannels, Sharon; McLaughlin, Jean; Gleason, Katharine A; McDade, Sharon A; Richman, Rosalyn; Morahan, Page S

2009-01-01

The authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The usable response rate was 58% (n = 83/142). Deans perceived gender equity in organizational climate as neutral, improving, or attained on most items and deficient on four. Only three family-friendly policies/benefits were available at more than 68% of medical schools; several policies specifically designed to increase gender equity were available at fewer than 14%. Women deans reported significantly more frequent use than men (P = .032) of practices used to develop faculty leadership. Deans' impressions regarding the impact of ELAM alumnae on their schools was positive (M = 5.62 out of 7), with those having more fellows reporting greater benefit (P = .01). The deans felt the ELAM program had a very positive influence on its alumnae (M = 6.27) and increased their eligibility for promotion (M = 5.7). This study provides a unique window into the perceptions of medical school deans, important policy leaders at their institutions. Their opinion adds to previous studies of organizational climate focused on faculty perceptions. Deans perceive the organizational climate for women to be improving, but they believe that certain interventions are still needed. Women deans seem more proactive in their use of practices to develop leadership. Finally, deans provide an important third-party judgment for program evaluation of the ELAM leadership intervention, reporting a positive impact on its alumnae and their schools.
Five-year follow-up on the work force and finances of United States anesthesiology training programs: 2000 to 2005.

PubMed

Tremper, Kevin K; Shanks, Amy; Morris, Michelle

2007-04-01

In the middle 1990s, there was a decrease in anesthesiology residency class sizes, which contributed to a nationwide shortage of anesthesiologists, resulting in a competitive market with increased salary demands. In 1999, a nationwide survey of the financial status of United States anesthesiology training programs was conducted. Follow-up surveys have been conducted each year thereafter. We present the results of the sixth survey in this series. Surveys were distributed by e-mail to the anesthesiology department chairs of the United States Training Programs. Responses were also received by e-mail. One hundred twenty-one departments were surveyed with a response rate of 60%. The 87% of departments seeking at least one additional faculty had an average of 2.8 faculty open positions (5.5% open positions overall which is down from 9.7% in 2000). Of the 96% of departments that employ certified registered nurse anesthetists (CRNAs) 89% were seeking additional CRNAs, averaging 3.6 open positions. The average department received $4.9 million (or $116,000/faculty) in institutional support. When the portion of this support allocated for CRNA salaries was removed, the average department received $4.1 million (or $95,000/faculty) in institutional support. This is a 16% increase over the previous year. Faculty academic time averaged 17% (where 20% is 1 d/wk). Departments billed an average of 11,320 anesthesia units/faculty/yr. Although the average anesthesia unit value collected was $31, departments required approximately $40/U to meet expenses. Medicaid payments averaged $15, ranging from $5 to $30/U. These results demonstrate the continuing need for institutional support to keep anesthesiology training departments financially stable.
Supervision and autonomy of ophthalmology residents in the outpatient Clinic in the United States: a survey of ACGME-accredited programs.

PubMed

Singman, Eric L; Srikumaran, Divya; Green, Laura; Tian, Jing; McDonnell, Peter

2017-06-26

The development and demonstration of incremental trainee autonomy is required by the ACGME. However, there is scant published research concerning autonomy of ophthalmology residents in the outpatient clinic setting. This study explored the landscape of resident ophthalmology outpatient clinics in the United States. A link to an online survey using the QualtricsTM platform was emailed to the program directors of all 115 ACGME-accredited ophthalmology programs in the United States. Survey questions explored whether resident training programs hosted a continuity clinic where residents would see their own patients, and if so, the degree of faculty supervision provided therein. Metrics such as size of the resident program, number of faculty and clinic setting were also recorded. Correlations between the degree of faculty supervision and other metrics were explored. The response rate was 94%; 69% of respondents indicated that their trainees hosted continuity clinics. Of those programs, 30% required a faculty member to see each patient treated by a resident, while 42% expected the faculty member to at least discuss (if not see) each patient. All programs expected some degree of faculty interaction based upon circumstances such as the level of training of the resident or complexity of the clinical situation. 67% of programs that tracked the contribution of the clinic to resident surgical caseloads reported that these clinics provided more than half of the resident surgical volumes. More ¾ of resident clinics were located in urban settings. The degree of faculty supervision did not correlate to any of the other metrics evaluated. The majority of ophthalmology resident training programs in the United States host a continuity clinic located in an urban environment where residents follow their own patients. Furthermore, most of these clinics require supervising faculty to review both the patients seen and the medical documentation created by the resident encounters. The different degrees of faculty supervision outlined by this survey might provide a useful guide presuming they can be correlated with validated metrics of educational quality. Finally, this study could provide an adjunctive resource to current international efforts to standardize ophthalmic residency education.
Does formal mentoring for faculty members matter? A survey of clinical faculty members.

PubMed

Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

2016-06-01

Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional academic mission. © 2016 John Wiley & Sons Ltd.
The Faculty Self-Reported Assessment Survey (FRAS): Differentiating Faculty Knowledge and Experience in Assessment

PubMed Central

Hanauer, David I.; Bauerle, Cynthia

2015-01-01

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

PubMed

Stipelman, Carole H; Poss, Brad; Stetson, Laura Anne; Boi, Luca; Rogers, Michael; Puzey, Caleb; Koduri, Sri; Kaplan, Robert; Lee, Vivian S; Clark, Edward B

2018-05-16

To determine whether residency training represents a net positive or negative cost to academic medical centers, we analyzed the cost of a residency program and clinical productivity of residents and faculty in outpatient primary care practice with or without residents. Patient volume and revenue data (Current Procedural Terminology codes) from an academic primary care general pediatric clinic were evaluated for faculty clinics (faculty only) and resident teaching clinics (Longitudinal Outpatient Experience [LOE]) with 1-4 residents/faculty. Detailed cost per resident was determined using a departmental financial model that included salary, benefits, faculty and administrative staff effort, non-personnel costs, and institutional GME support. The LOE clinics had greater mean number of patient visits (11.6 vs 6.8) than faculty clinics per faculty member. In the LOE clinic, the number of patient visits per clinic was directly proportional to the number of residents per faculty. The cost for each resident was $250 per clinic ($112 per resident, $88 per medical assistant per resident, and $50 per room per resident). When factoring in clinic costs and faculty supervision time, the LOE clinic (average 3.5 residents with one supervising faculty) had greater average cost (+$687.00) and revenue (+$319.45) and lower operating margin (revenue minus cost, -$367.55) than faculty clinic (one faculty member). Pediatric resident LOE clinic had a greater average number of patient visits and revenue per faculty member but higher costs and lower operating margin than faculty clinic. Copyright © 2018. Published by Elsevier Inc.
Evaluation of Social Media Use by Emergency Medicine Residents and Faculty.

PubMed

Pearson, David; Bond, Michael C; Kegg, Jason; Pillow, Tyson; Hopson, Laura; Cooney, Robert; Garg, Manish; Khadpe, Jay; Runyon, Michael; Patterson, Leigh

2015-09-01

Clinicians and residency programs are increasing their use of social media (SM) websites for educational and promotional uses, yet little is known about the use of these sites by residents and faculty. The objective of the study is to assess patterns of SM use for personal and professional purposes among emergency medicine (EM) residents and faculty. In this multi-site study, an 18-question survey was sent by e-mail to the residents and faculty in 14 EM programs and to the Council of Emergency Medicine Residency Directors (CORD) listserv via the online tool SurveyMonkey™. We compiled descriptive statistics, including assessment with the chi-square test or Fisher's exact test. StatsDirect software (v 2.8.0, StatsDirect, Cheshire, UK) was used for all analyses. We received 1,314 responses: 63% of respondents were male, 40% were <30 years of age, 39% were between the ages 31 and 40, and 21% were older than 40. The study group consisted of 772 residents and 542 faculty members (15% were program directors, 21% were assistant or associate PDs, 45% were core faculty, and 19% held other faculty positions. Forty-four percent of respondents completed residency more than 10 years ago. Residents used SM markedly more than faculty for social interactions with family and friends (83% vs 65% [p<0.0001]), entertainment (61% vs 47% [p<0.0001]), and videos (42% vs 23% [p=0.0006]). Residents used Facebook™ and YouTube™ more often than faculty (86% vs 67% [p<0.001]; 53% vs 46% [p=0.01]), whereas residents used Twitter™ (19% vs 26% [p=0.005]) and LinkedIn™ (15% vs 32% [p<0.0001]) less than faculty. Overall, residents used SM sites more than faculty, notably in daily use (30% vs 24% [p<0.001]). For professional use, residents were most interested in its use for open positions/hiring (30% vs 18% [p<0.0001]) and videos (33% vs 26% [p=0.005]) and less interested than faculty with award postings (22% vs 33% [p<0.0001]) or publications (30% vs 38% [p=0.0007]). EM residents and faculty have different patterns and interests in the personal and professional uses of social media. Awareness of these utilization patterns could benefit future educational endeavors.
Whither the Pulmonary Ward Attending? Preserving Subspecialty Exposure in United States Internal Medicine Residency Training.

PubMed

Santhosh, Lekshmi; Babik, Jennifer; Looney, Mark R; Hollander, Harry

2017-04-01

Twenty years ago, the term "hospitalist" was coined at the University of California-San Francisco (San Francisco, CA), heralding a new specialty focused on the care of inpatients. There are now more than 50,000 hospitalists practicing in the United States. At many academic medical centers, hospitalists are largely replacing subspecialists as attendings on the inpatient medicine wards. At University of California-San Francisco, this has been accompanied by declining percentages of residency graduates who enter subspecialty training in internal medicine. The decline in subspecialty medicine interest can be attributed to many factors, including differences in compensation, decreased subspecialist exposure, and a changing research funding landscape. Although there has not been systematic documentation of this trend in pulmonary and critical care medicine, we have noted previously pulmonary and critical care-bound trainees switching to hospital medicine instead. With our broad, multiorgan system perspective, pulmonary and critical care faculty should embrace teaching general medicine. Residency programs have instituted creative solutions to encourage more internal medicine residents to pursue careers in subspecialty medicine. Some solutions include creating rotations that promote more contact with subspecialists and physician-scientists, creating clinician-educator tracks within fellowship programs, and appointing subspecialists to internal medicine residency leadership positions. We need more rigorous research to track the trends and implications of the generalist-specialist balance of inpatient ward teams on resident career choices, and learn what interventions affect those choices.
Exploring Job Satisfaction of Nursing Faculty: Theoretical Approaches.

PubMed

Wang, Yingchen; Liesveld, Judy

2015-01-01

The Future of Nursing report identified the shortage of nursing faculty as 1 of the barriers to nursing education. In light of this, it is becoming increasingly important to understand the work-life of nursing faculty. The current research focused on job satisfaction of nursing faculty from 4 theoretical perspectives: human capital theory, which emphasizes the expected monetary and nonmonetary returns for any career choices; structural theory, which emphasizes the impact of institutional features on job satisfaction; positive extrinsic environment by self-determination theory, which asserts that a positive extrinsic environment promotes competency and effective outcomes at work; and psychological theory, which emphasizes the proposed relationship between job performance and satisfaction. In addition to the measures for human capital theory, institutional variables (from structural theory and self-determination theory), and productivity measures (from psychological theory), the authors also selected sets of variables for personal characteristics to investigate their effects on job satisfaction. The results indicated that variables related to human capital theory, especially salary, contributed the most to job satisfaction, followed by those related to institutional variables. Personal variables and productivity variables as a whole contributed as well. The only other variable with marginal significance was faculty's perception of institutional support for teaching. Published by Elsevier Inc.
What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

PubMed

Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

2017-01-01

Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.
The Lived Experience of Professional Identity in Master Nursing Academics

ERIC Educational Resources Information Center

Becker, Brenda Anne

2013-01-01

Background: Minimal research exists regarding professional identity in nursing faculty. The established literature from teaching, nursing, and medicine shows professional identity promotes resilience, collaboration, and positive practice outcomes. These factors would be beneficial in the recruitment, orientation, and retention of nursing faculty.…
The Ethical Commitments of Academic Faculty in Psychiatric Education

ERIC Educational Resources Information Center

Green, Stephen A.

2006-01-01

Objective: This article explores the commitment of faculty to ethics training in psychiatric education. Although psychiatry has insufficiently addressed the profession's need for ethics training in education, program directors acknowledge its critical importance, and its positive impact has been demonstrated. Additionally, residents often seek…
Monitoring the Hazards of Silicic Volcanoes with Remote Sensing

NASA Technical Reports Server (NTRS)

Fink, Jonathan; Wessels, Rick; Eisinger, Chris; Ramsey, Michael; Hellman, Melanie; Kuhn, Sally

2004-01-01

This report details the final progress on the Solid Earth and Natural Hazards project: Monitoring of Hazards of Silicic Volcanoes with Remote Sensing (SENH99-0000-0159). The original award went to Arizona State University (ASU) with Dr. Jonathan Fink as the P.I. and Dr. Michael Ramsey as the Co-I. In May 2000, Dr. Ramsey left ASU to take a tenure-track faculty position at the University of Pittsburgh. The principle investigators and NASA Headquarters agreed to split the grant award at the HQ level and therefore avoid the double overhead charges that would arise from a university subcontract. The objectives of the science were divided, and coordinated yearly progress reports have been submitted from each University. This report details the final progress on work carried out at Arizona State. A report by Dr. Ramsey at the University of Pittsburgh has already been submitted. The work from both institutions is closely related and this report will reflect that connection.

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