Research Productivity and Perceived Teaching Effectiveness: A Survey of Economics Faculty.

ERIC Educational Resources Information Center

Noser, Thomas C.; And Others

1996-01-01

A national study of university economics faculty (n=343) examined the relationship between self-reported research output and teaching evaluation scores. Findings indicated a very weak relationship between research productivity and classroom performance, but institutional and individual characteristics seemed to explain some differences. Faculty…

Long-term outcomes of performing a postdoctoral research fellowship during general surgery residency.

PubMed

Robertson, Charles M; Klingensmith, Mary E; Coopersmith, Craig M

2007-04-01

To determine whether dedicated research time during surgical residency leads to funding following postgraduate training. Unlike other medical specialties, a significant number of general surgery residents spend 1 to 3 years in dedicated laboratory research during their training. The impact this has on obtaining peer reviewed research funding after residency is unknown. Survey of all graduates of an academic general surgery resident program from 1990 to 2005 (n = 105). Seventy-five (71%) of survey recipients responded, of which 66 performed protected research during residency. Fifty-one currently perform research (mean effort, 26%; range, 2%-75%). Twenty-three respondents who performed research during residency (35%) subsequently received independent faculty funding. Thirteen respondents (20%) obtained NIH grants following residency training. The number of papers authored during resident research was associated with obtaining subsequent faculty grant support (9.3 vs. 5.2, P = 0.02). Faculty funding was associated with obtaining independent research support during residency (42% vs. 17%, P = 0.04). NIH-funded respondents spent more combined years in research before and during residency (3.7 vs. 2.8, P = 0.02). Academic surgeons rated research fellowships more relevant to their current job than private practitioners (4.3 vs. 3.4 by Likert scale, P < 0.05). Both groups considered research a worthwhile use of their time during residency (4.5 vs. 4.1, P = not significant). A large number of surgical trainees who perform a research fellowship in the middle of residency subsequently become funded investigators in this single-center survey. The likelihood of obtaining funding after residency is related to productivity and obtaining grant support during residency as well as cumulative years of research prior to obtaining a faculty position.

AACSB Standards and Accounting Faculty's Intellectual Contributions

ERIC Educational Resources Information Center

Lee, B. Brian; Quddus, Munir

2008-01-01

The authors performed a content analysis of intellectual contribution portfolios of accounting faculty at various business schools that Association to Advance Collegiate Schools of Business International recently accredited. The results showed a significant divergence in faculty research (e.g., areas, topics) and their teaching assignments. This…

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

PubMed

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

2011-06-01

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

Simulation Performance and National Council Licensure Examination for Registered Nurses Outcomes: Field Research Perspectives.

PubMed

Brackney, Dana E; Lane, Susan Hayes; Dawson, Tyia; Koontz, Angie

2017-11-01

This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.

The Effects of Different Teaching, Research, and Service Emphases on Individual and Organizational Outcomes in Higher Education Institutions

ERIC Educational Resources Information Center

Terpstra, David E.; Honoree, Andre L.

2009-01-01

The authors investigated the relative emphasis that educators give to teaching, research, and service in the business discipline and 4 other academic disciplines. The authors also investigated the effects of different faculty activity emphases on faculty teaching effectiveness, research performance, service levels, job and pay satisfaction,…

Faculty's Job Stress and Performance in the Undergraduate Education Assessment in China: A Mixed-Methods Study

ERIC Educational Resources Information Center

Jing, Lizhen

2008-01-01

The Undergraduate Education Assessment (assessment) was launched to upgrade faculty's performance, but it also tends to intensify their job stress. Considering the little empirical research on the influence of stress on performance in the assessment and the confounded findings in literature, the study collected data with a survey and interviews to…

Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator. Research & Occasional Paper Series: CSHE.8.16

ERIC Educational Resources Information Center

Aida, Misako; Watanabe, Satoshi P.

2016-01-01

Universities throughout the world are trending toward more performance based methods to capture their strengths, weaknesses and productivity. Hiroshima University has developed an integrated objective measure for quantifying multifaceted faculty activities, namely the "Achievement-Motivated Key Performance Indicator" (A-KPI), in order to…

How Academic Leaders Conceptualize the Phenomenon of Faculty Performance Appraisal Practices

ERIC Educational Resources Information Center

Soo Kim, Tatum

2016-01-01

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

Faculty Ratings as a Measure of Administrator Quality. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Hengstler, Dennis D.; And Others

The reliability, factor structure, and discriminatory power of faculty perceptions of the performance of departmental administrators were investigated, using the Administrator Evaluation Survey (AES) developed at the University of Illinois. Faculty from a major research university in the midwest, a smaller state university in the midwest, and a…

Research priorities in medical education: A national study.

PubMed

Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Yousefy, Alireza

2012-01-01

One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. The most important research priorities included faculty members' development methods, faculty members' motives, satisfaction and welfare, criteria and procedures of faculty members' promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities.

Research priorities in medical education: A national study

PubMed Central

Tootoonchi, Mina; Yamani, Nikoo; Changiz, Tahereh; Yousefy, Alireza

2012-01-01

BACKGROUND: One preliminary step to strengthen medical education research would be determining the research priorities. The aim of this study was to determine the research priorities of medical education in Iran in 2007-2008. METHODS: This descriptive study was carried out in two phases. Phase one was performed in 3 stages and used Delphi technique among academic staffs of Isfahan University of Medical Sciences. The three stages included a brainstorming workshop for 140 faculty members and educational experts resulting in a list of research priorities, then, in the second and third stages 99 and 76 questionnaires were distributed among faculty members. In the second phase, the final questionnaires were mailed to educational research center managers of universities type I, II and III, and were distributed among 311 academic members and educational experts to rate the items on a numerical scale ranging from 1 to 10. RESULTS: The most important research priorities included faculty members’ development methods, faculty members’ motives, satisfaction and welfare, criteria and procedures of faculty members’ promotion, teaching methods and learning techniques, job descriptions and professional skills of graduates, quality management in education, second language, clinical education, science production in medicine, faculty evaluation and information technology. CONCLUSIONS: This study shows the medial education research priorities in national level and in different types of medical universities in Iran. It is recommended that faculty members and research administrators consider the needs and requirements of education and plan the researches in education according to these priorities. PMID:23248661

Performance Benchmarks for Scholarly Metrics Associated with Fisheries and Wildlife Faculty

PubMed Central

Swihart, Robert K.; Sundaram, Mekala; Höök, Tomas O.; DeWoody, J. Andrew; Kellner, Kenneth F.

2016-01-01

Research productivity and impact are often considered in professional evaluations of academics, and performance metrics based on publications and citations increasingly are used in such evaluations. To promote evidence-based and informed use of these metrics, we collected publication and citation data for 437 tenure-track faculty members at 33 research-extensive universities in the United States belonging to the National Association of University Fisheries and Wildlife Programs. For each faculty member, we computed 8 commonly used performance metrics based on numbers of publications and citations, and recorded covariates including academic age (time since Ph.D.), sex, percentage of appointment devoted to research, and the sub-disciplinary research focus. Standardized deviance residuals from regression models were used to compare faculty after accounting for variation in performance due to these covariates. We also aggregated residuals to enable comparison across universities. Finally, we tested for temporal trends in citation practices to assess whether the “law of constant ratios”, used to enable comparison of performance metrics between disciplines that differ in citation and publication practices, applied to fisheries and wildlife sub-disciplines when mapped to Web of Science Journal Citation Report categories. Our regression models reduced deviance by ¼ to ½. Standardized residuals for each faculty member, when combined across metrics as a simple average or weighted via factor analysis, produced similar results in terms of performance based on percentile rankings. Significant variation was observed in scholarly performance across universities, after accounting for the influence of covariates. In contrast to findings for other disciplines, normalized citation ratios for fisheries and wildlife sub-disciplines increased across years. Increases were comparable for all sub-disciplines except ecology. We discuss the advantages and limitations of our methods, illustrate their use when applied to new data, and suggest future improvements. Our benchmarking approach may provide a useful tool to augment detailed, qualitative assessment of performance. PMID:27152838

Performance Benchmarks for Scholarly Metrics Associated with Fisheries and Wildlife Faculty.

PubMed

Swihart, Robert K; Sundaram, Mekala; Höök, Tomas O; DeWoody, J Andrew; Kellner, Kenneth F

2016-01-01

Research productivity and impact are often considered in professional evaluations of academics, and performance metrics based on publications and citations increasingly are used in such evaluations. To promote evidence-based and informed use of these metrics, we collected publication and citation data for 437 tenure-track faculty members at 33 research-extensive universities in the United States belonging to the National Association of University Fisheries and Wildlife Programs. For each faculty member, we computed 8 commonly used performance metrics based on numbers of publications and citations, and recorded covariates including academic age (time since Ph.D.), sex, percentage of appointment devoted to research, and the sub-disciplinary research focus. Standardized deviance residuals from regression models were used to compare faculty after accounting for variation in performance due to these covariates. We also aggregated residuals to enable comparison across universities. Finally, we tested for temporal trends in citation practices to assess whether the "law of constant ratios", used to enable comparison of performance metrics between disciplines that differ in citation and publication practices, applied to fisheries and wildlife sub-disciplines when mapped to Web of Science Journal Citation Report categories. Our regression models reduced deviance by ¼ to ½. Standardized residuals for each faculty member, when combined across metrics as a simple average or weighted via factor analysis, produced similar results in terms of performance based on percentile rankings. Significant variation was observed in scholarly performance across universities, after accounting for the influence of covariates. In contrast to findings for other disciplines, normalized citation ratios for fisheries and wildlife sub-disciplines increased across years. Increases were comparable for all sub-disciplines except ecology. We discuss the advantages and limitations of our methods, illustrate their use when applied to new data, and suggest future improvements. Our benchmarking approach may provide a useful tool to augment detailed, qualitative assessment of performance.

A Talent Development Approach to Assessing Pre-Service Performance in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Benner, Susan M.; Hatch, J. Amos

2004-01-01

A team of early childhood teacher education faculty developed the 3-D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these…

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

ERIC Educational Resources Information Center

Radcliffe, Susan K.; Novak, Virginia E.

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

A Case for Competencies: Assessing the Value of Trait-Based Performance Appraisal for Non-Faculty University Employees

ERIC Educational Resources Information Center

Messa, Emily A.; Horn, Catherine L.; Longacre, Teri Elkins; Olenchak, F. Richard; Penney, Lisa M.

2016-01-01

A case study analyzed how supervisors at one university selected competencies, or trait-based skills, for non-faculty employees. This case study provides a valuable contribution by focusing on employees at one institution type--a large, public research university. While it has been documented that non-faculty employees provide important…

Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.

PubMed

Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-02-01

Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development

PubMed Central

Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-01-01

Purpose Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. Method A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Results Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. Conclusions These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge. PMID:28678104

A Tiered Mentoring Model of Exposing and Engaging Students with Research Throughout the Undergraduate Curriculum

NASA Astrophysics Data System (ADS)

Guerard, J.; Hayes, S. M.

2015-12-01

Incorporating research into undergraduate curricula has been linked to improved critical thinking, intellectual independence, and student retention, resulting in a graduating population more ready for the workforce or graduate school. We have designed a three-tier model of undergraduate chemistry courses that enable first-year students with no previous research experience to gain the skills needed to develop, fund and execute independent research projects by the close of their undergraduate studies. First-year students are provided with context through a broadly focused introductory class that exposes them to current faculty research activities, and also gives them direct experience with the research process through peer mentored research teams as they participate in faculty-directed projects. Mid-career undergraduate students receive exposure and support in two formats: illustrative examples from current faculty research are incorporated into lessons in core classes, and courses specially designed to foster research independence. This is done by providing content and process mentoring as students develop independent projects, write proposals, and build relationships with faculty and graduate students in research groups. Advanced undergraduates further develop their research independence performing student-designed projects with faculty collaboration that frequently result in tangible research products. Further, graduate students gain experience in mentoring though formal training, as well as through actively mentoring mid-career undergraduates. This novel, integrated approach enables faculty to directly incorporate their research into all levels of the undergraduate curriculum while fostering undergraduates in developing and executing independent projects and empowering mentoring relationships.

Faculty performance evaluation in accredited U.S. public health graduate schools and programs: a national study.

PubMed

Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L

2008-10-01

To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.

The Effects of Instructor Service Performance, Immediacy, and Trust on Student-Faculty Out-of-Class Communication

ERIC Educational Resources Information Center

Faranda, William T.

2015-01-01

Student initiated out-of-class communication (OCC) with instructors has been linked to benefits for students, faculty, and the institution at large, yet garners little attention in business education research. Much of the literature found in communication and higher education research has revolved around the discovery of factors that lead students…

Scholar Quest: A Residency Research Program Aligned with Faculty Goals

PubMed Central

Panchal, Ashish R.; Stolz, Uwe; Denninghoff, Kurt R.; Munger, Benson

2014-01-01

Introduction: The ACGME requires that residents perform scholarly activities prior to graduation, but this is difficult to complete and challenging to support. We describe a residency research program, taking advantage of environmental change aligning resident and faculty goals, to become a contributor to departmental cultural change and research development. Methods: A research program, Scholar Quest (SQ), was developed as a part of an Information Mastery program. The goal of SQ is for residents to gain understanding of scholarly activity through a mentor-directed experience in original research. This curriculum is facilitated by providing residents protected time for didactics, seed grants and statistical/staff support. We evaluated total scholarly activity and resident/faculty involvement before and after implementation (PRE-SQ; 2003–2005 and POST-SQ; 2007–2009). Results: Scholarly activity was greater POST-SQ versus PRE-SQ (123 versus 27) (p<0.05) with an incidence rate ratio (IRR)=2.35. Resident and faculty involvement in scholarly activity also increased PRE-SQ to POST-SQ (22 to 98 residents; 10 to 39 faculty, p<0.05) with an IRR=2.87 and 2.69, respectively. Conclusion: Implementation of a program using department environmental change promoting a resident longitudinal research curriculum yielded increased resident and faculty scholarly involvement, as well as an increase in total scholarly activity. PMID:24868308

The Effect of Nursing Faculty Presence on Students' Level of Anxiety, Self-Confidence, and Clinical Performance during a Clinical Simulation Experience

ERIC Educational Resources Information Center

Horsley, Trisha Leann

2012-01-01

Nursing schools design their clinical simulation labs based upon faculty's perception of the optimal environment to meet the students' learning needs, other programs' success with integrating high-tech clinical simulation, and the funds available. No research has been conducted on nursing faculty presence during a summative evaluation. The…

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…

Morphology and Density Structure of Post-CME

DTIC Science & Technology

2010-06-26

Zagreb , Croatia 2 INAF-Arcetri Observatory, Firenze, Italy 3 Faculty of Science, Geophysical Department, Croatia 4 Naval Research Laboratory, Washington...AND ADDRESS(ES) Hvar Observatory,,Faculty of Geodes, Zagreb , Croatia, , 8. PERFORMING ORGANIZATION REPORT NUMBER 9. SPONSORING/MONITORING AGENCY NAME

Information Seeking Behavior of Library and Information Science Faculty in Research with a Special Reference to the Use of Networked Information Sources and Services: A Case Study Performed at the Graduate School of Library And Information Science at the University of Illinois at Urbana-Champaign (Modified Version)

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2007-01-01

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources And Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as…

Information Seeking Behavior of Library and Information Science Faculty in Research with a Special Reference to the Use of Networked Information Sources and Services: A Case Study Performed at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign

ERIC Educational Resources Information Center

Abouserie, Hossam Eldin Mohamed Refaat

2007-01-01

The purpose of this study was to explore and investigate the ways faculty at the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign use Networked Information Sources and Services to support their research task. Library and Information Sciences faculty at the University of Illinois were chosen as…

Summer Research Program (1992). Summer Faculty Research Program (SFRP) Reports. Volume 6. Arnold Engineering Development Center, Civil Engineering Laboratory, Frank J. Seiler Research Laboratory, Wilford Hall Medical Center

DTIC Science & Technology

1992-12-01

concentrations of DNT, its degradation intermediate 4-methyl 5- nitrocatechol, and TNT were determined by high pressure liquid chromatography (HPLC...to more cost-effective site characterization and cleanup. Many such studies have been performed using chromatography and/or liquid scintillation...volume set that summarizes the research accomplishments of faculty, graduate student, and high school participants in the 1992 AFOSR Summer Research

Electronics Research at the University of Texas at Austin.

DTIC Science & Technology

1982-09-15

AD-A122 219 ELECTRONICS RESEARCH AT THE UNIVERSITY OF TEXAS AT 13 AUSTIN(U) TEXAS UNIV AT AUSTIN ELECTRONICS RESEARCH C ENTER E J POWERS 15 SEP 82...1982 JOINT SERVICES ELECTRONICS PROGRAM Research Contract AFOSR F49620-77-C-0101 Submitted by Edward J. Powers on Behalf of the Faculty and Staff of the...PERFORMING ORG. REPORT NUMBER 7,TO) 8. CONTRACT OR GRANT NuMBEUHR) Edward J. Powers , Director; and other faculty and graduate researCh staff of the

The Development of Research Networks among Early-Career Faculty Members in the Science, Engineering and Health Disciplines

ERIC Educational Resources Information Center

Bankart, Charles Allen Swanson

2012-01-01

The purpose of this study was to develop a better understanding of the patterns and processes of collaboration in the performance of research, as well as to understand why and how early-career faculty members engage in collaborative partnerships. With an eye toward institutional policy and academic programming, special emphasis was placed on how…

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance

ERIC Educational Resources Information Center

Brill, Jennifer; Park, Yeonjeong

2011-01-01

The effective integration of current technologies in teaching and research is a high priority for today's universities. To support the technology skills of university faculty, staff, and students, the subject university's office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from…

An Exploratory Investigation of the Periodic Performance Evaluation Processes for Marketing Faculty: A Comparison of Doctoral-Granting and Non-Doctoral-Granting Universities

ERIC Educational Resources Information Center

Shepherd, C. David; Carley, Susan S.; Stuart, Randy S.

2009-01-01

Whether a first entrant into the academic job market or a seasoned professional, career outcomes for marketing educators depend heavily on the evaluation process used at their institutions. This research explores the periodic performance evaluation process for marketing faculty members using data collected from a national sample of marketing…

Academic competencies for medical faculty.

PubMed

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

2007-05-01

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

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes.

PubMed

Widder-Prewett, Rebecca; Draime, Juanita A; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M H

2017-08-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice.

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

PubMed

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

2014-10-01

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

Marshall Space Flight Center Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Six, N. F.; Damiani, R. (Compiler)

2017-01-01

The 2017 Marshall Faculty Fellowship Program involved 21 faculty in the laboratories and departments at Marshall Space Flight Center. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2017 Marshall Faculty Fellowship program, along with the Program Announcement (Appendix A) and the Program Description (Appendix B). The research affected the following six areas: (1) Materials (2) Propulsion (3) Instrumentation (4) Spacecraft systems (5) Vehicle systems (6) Space science The materials investigations included composite structures, printing electronic circuits, degradation of materials by energetic particles, friction stir welding, Martian and Lunar regolith for in-situ construction, and polymers for additive manufacturing. Propulsion studies were completed on electric sails and low-power arcjets for use with green propellants. Instrumentation research involved heat pipes, neutrino detectors, and remote sensing. Spacecraft systems research was conducted on wireless technologies, layered pressure vessels, and two-phase flow. Vehicle systems studies were performed on life support-biofilm buildup and landing systems. In the space science area, the excitation of electromagnetic ion-cyclotron waves observed by the Magnetospheric Multiscale Mission provided insight regarding the propagation of these waves. Our goal is to continue the Marshall Faculty Fellowship Program funded by Center internal project offices. Faculty Fellows in this 2017 program represented the following minority-serving institutions: Alabama A&M University and Oglala Lakota College.

Computer Attitude, and the Impact of Personal Characteristics and Information and Communication Technology Adoption Patterns on Performance of Teaching Faculty in Higher Education in Ghana, West Africa

ERIC Educational Resources Information Center

Larbi-Apau, Josephine A.

2011-01-01

This study examined computer attitude, and the impact of personal characteristics and ICT adoption patterns on performance of multidisciplinary teaching faculty in three public universities in Ghana. A cross-sectional research of mixed methods was applied in collecting data and information. Quantitative data from 164 respondents were analyzed…

A Guide to Writing Academic Portfolios for Radiologists.

PubMed

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

2016-12-01

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

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

PubMed

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

2009-05-01

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

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

PubMed

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

2017-08-01

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

Internal dental school environmental factors promoting faculty survival and success.

PubMed

Masella, Richard S

2005-04-01

A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

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…

Faculty's Academic Intellectual Leadership: The Intermediary Relations with Universities' Organizational Components

ERIC Educational Resources Information Center

Uslu, Baris; Arslan, Hasan

2018-01-01

In line with 'the entrepreneurial university' discourse, managerialism and performative culture brought new expectations to faculty such as developing online programmes/courses, carrying out training for professionals, obtaining research funds, leading projects in cooperation with industry/business, collaborating with colleagues from various…

2002 NASA Faculty Fellowship Program at Glenn Research Center

NASA Technical Reports Server (NTRS)

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

2003-01-01

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

Preparing students for research: faculty/librarian collaboration in a pre-doctoral physical therapy research course.

PubMed

Brooks, Salome V; Bigelow, Susan

2015-12-01

In this article, guest writers Susan Bigelow and Dr Salome Brooks from Springfield College, Massachusetts, present an overview of their evaluative research study in which a faculty professor and the liaison librarian collaborated to develop an information literacy course entitled Physical Therapy (PT) and Health care Research Skills, in order to teach necessary information literacy skills to upper-level undergraduate PT students. Triangulation of the Physical Therapy and Information Literacy standards in alignment with the course objectives strengthened the collaboration, course development and expectations of student performance. Student performance was assessed through formal and expected evaluative means, and the preliminary evidence suggests some key successes in the course outcomes. © 2015 Health Libraries Group.

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.

Impact of Student vs Faculty Facilitators on Motivational Interviewing Student Outcomes

PubMed Central

Widder-Prewett, Rebecca; Cameron, Ginger; Anderson, Douglas; Pinkerton, Mark; Chen, Aleda M. H.

2017-01-01

Objective. To determine the impact of student or faculty facilitation on student self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills; actual competence; and evaluation of facilitator performance. Methods. Second-year pharmacy (P2) students were randomly assigned to a student or faculty facilitator for a four-hour, small-group practice of MI skills. MI skills were assessed in a simulated patient encounter with the mMITI (modified Motivational Interviewing Treatment Integrity) tool. Students completed a pre-post, 6-point, Likert-type assessment addressing the research objectives. Differences were assessed using a Mann-Whitney U test. Results. Student (N=44) post-test attitudes, confidence, perceived or actual competence, and evaluations of facilitator performance were not different for faculty- and student-facilitated groups. Conclusion. Using pharmacy students as small-group facilitators did not affect student performance and were viewed as equally favorable. Using pharmacy students as facilitators can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice. PMID:28970608

University Faculty Use of Computerized Databases: An Assessment of Needs and Resources.

ERIC Educational Resources Information Center

Borgman, Christine L.; And Others

1985-01-01

Results of survey indicate that: academic faculty are unaware of range of databases available; few recognize need for databases in research; most delegate searching to librarian or assistant, rather than perform searching themselves; and 39 database guides identified tended to be descriptive rather than evaluative. A comparison of the guides is…

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…

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty

ERIC Educational Resources Information Center

Berei, Catherine P.; Pratt, Erica; Parker, Melissa; Shephard, Kevin; Liang, Tanjian; Nampai, Udon; Neamphoka, Guntima

2017-01-01

Purpose: Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational…

Exploring Postsecondary Market and Discipline Influences on Faculty Role Performance

ERIC Educational Resources Information Center

Sethi, Wendiann R.

2017-01-01

Prior research has shown that the type of institution, disciplines, and characteristics of the faculty influence the structure and character of academic work. Zemsky and Shaman (1997) and others have suggested that differentiation among institutions, which has historically been structured along level of degree offerings and size/complexity, is now…

A Theory of Competence in Anesthesiology: Faculty Perspectives on Resident Performance

ERIC Educational Resources Information Center

Street, John P.

2009-01-01

This study was conducted to develop a theory of resident competence in anesthesiology and was guided by this research question: from the perspective of anesthesiology faculty members, "What are the attributes and indicators of clinical competence in residents?" The author used a grounded theory approach for this multi-case, multi-site…

The Effect of Student Evaluations on Faculty Performance

ERIC Educational Resources Information Center

Hartford, Kenneth M.

2017-01-01

The purpose of this study was to understand the behavior of professors as a consequence of receiving student evaluations. To address this purpose, a single research question directed this study: In what ways and to what extent might faculty compromise good pedagogical practices for positive student evaluations of teaching? A qualitative research…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1998. Volume 1

NASA Technical Reports Server (NTRS)

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

1999-01-01

JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC, under ASEE. The objectives of the program are to further the professional knowledge of qualified engineering and science members; stimulate an exchange of ideas between participants and NASA; enrich and refresh the research and teaching activities of participants; and contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the fellows' research projects performed during the summer of 1998. Volume 1, current volume, contains the first reports, and volume 2 contains the remaining reports.

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

NASA Astrophysics Data System (ADS)

El-Shazly, A. K.

2003-12-01

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

Quantitative evaluation of the requirements for the promotion as associate professor at German medical faculties.

PubMed

Sorg, Heiko; Knobloch, Karsten

2012-01-01

First quantitative evaluation of the requirements for the promotion as associate professor (AP) at German medical faculties. Analysis of the AP-regulations of German medical faculties according to a validated scoring system, which has been adapted to this study. The overall scoring for the AP-requirements at 35 German medical faculties was 13.5±0.6 of 20 possible scoring points (95% confidence interval 12.2-14.7). More than 88% of the AP-regulations demand sufficient performance in teaching and research with adequate scientific publication. Furthermore, 83% of the faculties expect an expert review of the candidate's performance. Conference presentations required as an assistant professor as well as the reduction of the minimum time as an assistant professor do only play minor roles. The requirements for assistant professors to get nominated as an associate professor at German medical faculties are high with an only small range. In detail, however, it can be seen that there still exists large heterogeneity, which hinders equal opportunities and career possibilities. These data might be used for the ongoing objective discussion.

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

NASA Astrophysics Data System (ADS)

Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Academic rhinology: a survey of residency programs and rhinology faculty in the United States.

PubMed

Tabaee, Abtin; Chen, Leon; Smith, Timothy L; Hwang, Peter H; Schaberg, Madeleine; Raithatha, Roheen; Brown, Seth M

2014-04-01

Rhinology has rapidly evolved as a subspecialty over the past decade. The professional activities of rhinology faculty in otolaryngology residency programs is an important defining feature of this process but remains incompletely understood. An examination of faculty profiles of otolaryngology residency programs in the United States was performed to examine the professional activities of rhinologists. An anonymous, web-based survey of rhinology faculty was also performed to query professional activities and career satisfaction. Nine percent of chairmen and 12% of residency program directors were rhinologists. The number of full-time rhinology faculty members varied significantly among departments (mean 1; range, 0-4). Rhinology faculty members were noted to have a high number of scientific publications over the past 5 years (mean 15 per faculty), a high level of membership to the American Rhinologic Society (90%) and modest levels of membership to other societies. As reported by the 45 respondents who successfully completed the survey, higher percentages of professional time was devoted to clinical medicine when compared with administrative and research activities. Inflammatory sinusitis represented the most common clinical condition treated, and there was variability with respect to other disorders and procedures. Career satisfaction scores were highest for medical and surgical care, teaching activities, financial and emotional well being, and overall career to date. Lower satisfaction scores were noted for research and administrative activities and for balance of personal life with work. This study further defines the professional, clinical, and surgical activities of academic rhinologists. Continued analysis of the subspecialization of rhinology is required. © 2014 ARS-AAOA, LLC.

How Unique Are Our Users? Part 2: Comparing Responses Regarding the Information-Seeking Habits of Education Faculty

ERIC Educational Resources Information Center

Robbins, Sarah; Rupp-Serrano, Karen

2013-01-01

This follow-up study examines whether or not findings of single institution studies are applicable to other institutions by performing an institution-to-institution comparison of the results obtained from an information-seeking behavior survey sent to education faculty at twenty research institutions. The results from this study corroborated what…

Bibliometric Indicators of University Research Performance in Flanders.

ERIC Educational Resources Information Center

Van den Berghe, Herman; Houben, Josee A.; de Bruin, Renger E.; Moed, Henk F.; Kint, Andre; Spruyt, Eric H. J.; Luwel, Marc

1998-01-01

Bibliometric studies were conducted on research performance at three Flemish universities: University of Ghent, Catholic University of Leuven, and University of Antwerp. This article outlines the methodology, presents the outcomes for the faculties of medicine, science, and pharmaceutical science; and focuses on the reactions of department…

Guideposts and Roadblocks to the Career-Long Scholarly Engagement of Physical Education Teacher Education Faculty.

PubMed

Berei, Catherine P; Pratt, Erica; Parker, Melissa; Shephard, Kevin; Liang, Tanjian; Nampai, Udon; Neamphoka, Guntima

2017-12-01

Scholarship is essential for the growth and development of the physical education field. Over time, scholarship expectations have changed, forcing faculty members to alter time spent for research, teaching, and service. Social-cognitive career theory (SCCT) presents a model for understanding performance and persistence in an occupational environment. The interconnected aspects of SCCT have different emphasis related to self-efficacy, outcome expectations, or personal goals pursuit. This study explored physical education teacher education (PETE) faculty members' continuing engagement in scholarly activity through SCCT. Data collection included interviews with 9 senior PETE faculty members who met the criteria for "productive scholars over time." Curriculum vitae were collected to verify productivity. Data analysis revealed guidepost themes that included collaborating, finding balance, defining a research process, and maintaining a strong work ethic. Roadblocks encountered included other obligations and lack of support for research. Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.

Race, Disadvantage and Faculty Experiences in Academic Medicine

PubMed Central

Cooper, Lisa A.; Carr, Phyllis

2010-01-01

ABSTRACT Background Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. Objective The study’s purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. Design The authors conducted a qualitative interview study in 2006–2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Participants Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. Approach We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Results Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership’s role in diversity goals; and financial hardship. Conclusions Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care. PMID:20697960

Race, disadvantage and faculty experiences in academic medicine.

PubMed

Pololi, Linda; Cooper, Lisa A; Carr, Phyllis

2010-12-01

Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. The study's purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. The authors conducted a qualitative interview study in 2006-2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership's role in diversity goals; and financial hardship. Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care.

National Center for Transit Research annual report : July 2001

DOT National Transportation Integrated Search

2001-07-01

The National Center for Transit Research is fully engaged in its mission of enhancing the performance and relevance of public transportation and alternative forms of transportation in urban areas. Research faculty at NCTR already have completed eight...

Research Infrastructure Challenges for Graduate Programs in STEM Disciplines at Minority Institutions

NASA Technical Reports Server (NTRS)

Aggarwal, M. D.; Lal, Ravi; Penn, Benjamin G.

2007-01-01

It is much more challenging to perform experimental research functions at many minority institutions, because of lack of adequate research infrastructure. This is especially true if one wishes to initiate and implement masters and doctoral degree program in physics. In the present paper, an attempt is made to discuss the various hurdles encountered by the authors in the establishment of Master's and Doctoral degree programs in physics at one of the HBCUs (Historically Black Colleges and Universities). The department got no special or necessary treatment and faculty members are asked to teach as much course work as any other undergraduate department on the campus. It was very hard to convince university administration that giving less teaching load to research producing department faculty, shall culminate in abundant funding for the future years. This scenario created an extra heavy pressure on the faculty to continue the program. Some of the challenges included the resistance of some faculty and administrators to change, lack of sufficient release time for research producing faculty, and potential variation in funding or support with changes in the state education budget proration or members of the administration. In spite of the indirect cost recovery, very little infrastructure facilities was provided and the federal funding agencies did not want to interfere in the administration of the university. Various issues of recruiting and mentoring minority students, retention in the STEM disciplines as well as research infrastructure challenges at an HBCU university are presented.

The Social Action Perspective: Attachments to Work and Productivity in the Research Function.

ERIC Educational Resources Information Center

Rebne, Douglas

1989-01-01

Examines faculty motivation and quantitative performance in research. Factor analysis discloses three bases of employment motivation: moral, calculative, and alienative. Regression analysis indicates that moral and alienative attachments contribute to explaining research productivity. (Author/TE)

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

PubMed

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

2017-04-21

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

A Metric-Based System for Evaluating the Productivity of Preclinical Faculty at an Academic Medical Center in the Era of Clinical and Translational Science.

PubMed

Wiegers, Susan E; Houser, Steven R; Pearson, Helen E; Untalan, Ann; Cheung, Joseph Y; Fisher, Susan G; Kaiser, Larry R; Feldman, Arthur M

2015-08-01

Academic medical centers are faced with increasing budgetary constraints due to a flat National Institutes of Health budget, lower reimbursements for clinical services, higher costs of technology including informatics and a changing competitive landscape. As such, institutional stakeholders are increasingly asking whether resources are allocated appropriately and whether there are objective methods for measuring faculty contributions and engagement. The complexities of translational research can be particularly challenging when trying to assess faculty contributions because of team science. For over a decade, we have used an objective scoring system called the Matrix to assess faculty productivity and engagement in four areas: research, education, scholarship, and administration or services. The Matrix was developed to be dynamic, quantitative, and able to insure that a fully engaged educator would have a Matrix score that was comparable to a fully engaged investigator. In this report, we present the Matrix in its current form in order to provide a well-tested objective system of performance evaluation for nonclinical faculty to help academic leaders in decision making. © 2015 Wiley Periodicals, Inc.

Attitude towards statistics and performance among post-graduate students

NASA Astrophysics Data System (ADS)

Rosli, Mira Khalisa; Maat, Siti Mistima

2017-05-01

For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

Gender Differences in Business Faculty's Research Motivation

ERIC Educational Resources Information Center

Chen, Yining; Zhao, Qin

2013-01-01

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

Measuring effectiveness of a university by a parallel network DEA model

NASA Astrophysics Data System (ADS)

Kashim, Rosmaini; Kasim, Maznah Mat; Rahman, Rosshairy Abd

2017-11-01

Universities contribute significantly to the development of human capital and socio-economic improvement of a country. Due to that, Malaysian universities carried out various initiatives to improve their performance. Most studies have used the Data Envelopment Analysis (DEA) model to measure efficiency rather than effectiveness, even though, the measurement of effectiveness is important to realize how effective a university in achieving its ultimate goals. A university system has two major functions, namely teaching and research and every function has different resources based on its emphasis. Therefore, a university is actually structured as a parallel production system with its overall effectiveness is the aggregated effectiveness of teaching and research. Hence, this paper is proposing a parallel network DEA model to measure the effectiveness of a university. This model includes internal operations of both teaching and research functions into account in computing the effectiveness of a university system. In literature, the graduate and the number of program offered are defined as the outputs, then, the employed graduates and the numbers of programs accredited from professional bodies are considered as the outcomes for measuring the teaching effectiveness. Amount of grants is regarded as the output of research, while the different quality of publications considered as the outcomes of research. A system is considered effective if only all functions are effective. This model has been tested using a hypothetical set of data consisting of 14 faculties at a public university in Malaysia. The results show that none of the faculties is relatively effective for the overall performance. Three faculties are effective in teaching and two faculties are effective in research. The potential applications of the parallel network DEA model allow the top management of a university to identify weaknesses in any functions in their universities and take rational steps for improvement.

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

ERIC Educational Resources Information Center

Amos, Kimberly S.

2013-01-01

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

Research Grant Mania

ERIC Educational Resources Information Center

Goldworthy, Jeffrey

2008-01-01

Commonwealth funding formulae have caused Australian universities to become obsessed with maximising external research funding. Considerable pressure is applied to faculties, departments and scholars to apply for funding, and relative success in attracting it is given excessive weight in evaluating research performance. This may be productive in…

College Science and Mathematics Teaching Faculty Talk about Science and Mathematics: An Examination of the Role of Discourse in an Upper Elementary/Middle-Level Teacher Preparation Program.

ERIC Educational Resources Information Center

McGinnis, J. Randy; Watanabe, Tad

This research employs a mixed theoretical perspective drawing on elements from interactionism and social constructivism. In this study, a discourse analysis is performed on conversations among intra- and inter-institutional mathematics and science teaching faculty participating in reforming content classes for teacher candidates in the Maryland…

Exploring Faculty Integration of Moodle Resources: Effects of Theory-Based Training on Performance Objectives, Moodle Resource Integration, and Their Alignment

ERIC Educational Resources Information Center

Agamba, Joachim Jack

2012-01-01

Higher education institutions have been noted to be lacking in increasing the utilization of technology for student achievement. The lack of motivation by individual faculty members to optimize their use of technology has been identified as one of the main problems affecting appropriate technology use. The purpose of this research was to determine…

Air Force Institute of Technology Research Report 2008

DTIC Science & Technology

2009-05-01

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

Marshall Space Flight Center Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Six, N. F.; Karr, G.

2017-01-01

The research projects conducted by the 2016 Faculty Fellows at NASA Marshall Space Flight Center included propulsion studies on propellant issues, and materials investigations involving plasma effects and friction stir welding. Spacecraft Systems research was conducted on wireless systems and 3D printing of avionics. Vehicle Systems studies were performed on controllers and spacecraft instruments. The Science and Technology group investigated additive construction applied to Mars and Lunar regolith, medical uses of 3D printing, and unique instrumentation, while the Test Laboratory measured pressure vessel leakage and crack growth rates.

Research reports: 1990 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1990-01-01

Reports on the research projects performed under the NASA/ASEE Summer Faculty Fellowship Program are presented. The program was conducted by The University of Alabama and MSFC during the period from June 4, 1990 through August 10, 1990. Some of the topics covered include: (1) Space Shuttles; (2) Space Station Freedom; (3) information systems; (4) materials and processes; (4) Space Shuttle main engine; (5) aerospace sciences; (6) mathematical models; (7) mission operations; (8) systems analysis and integration; (9) systems control; (10) structures and dynamics; (11) aerospace safety; and (12) remote sensing

Faculty Rank System, Research Motivation, and Faculty Research Productivity: Measure Refinement and Theory Testing.

ERIC Educational Resources Information Center

Tien, Flora F.; Blackburn, Robert T.

1996-01-01

A study explored the relationship between the traditional system of college faculty rank and faculty research productivity from the perspectives of behavioral reinforcement theory and selection function. Six hypotheses were generated and tested, using data from a 1989 national faculty survey. Results failed to support completely either the…

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

PubMed Central

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

2015-01-01

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

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

PubMed

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

2015-08-01

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

Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty-Student Publications.

PubMed

Morales, Danielle X; Grineski, Sara E; Collins, Timothy W

2017-01-01

Little attention has been paid to understanding faculty-student productivity via undergraduate research from the faculty member's perspective. This study examines predictors of faculty-student publications resulting from mentored undergraduate research, including measures of faculty-student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. © 2017 D. X. Morales et al. CBE—Life Sciences Education © 2017 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).

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

PubMed

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

2008-01-01

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

Listening to Those We Serve: Assessing the Research Needs of University Faculty

ERIC Educational Resources Information Center

Mullen, Carol A.; Murthy, Uday; Teague, Greg

2008-01-01

This study presents findings from a university-wide faculty survey on research resources at a top-tier research institution in the United States (U.S.). The researchers (faculty leaders) designed the original instrument, submitted it for critique and validation to a faculty senate's research body, and solicited participation from all colleges. The…

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.

Understanding Faculty and Trainee Needs Related to Scholarly Activity in a Large, Nonuniversity Graduate Medical Education Program.

PubMed

Becker, Davida; Garth, Hanna; Hollander, Rachel; Klein, Felice; Klau, Marc

2017-01-01

Graduate medical education (GME) programs must develop curriculum to ensure scholarly activity among trainees and faculty to meet accreditation requirements and to support evidence-based medicine. Test whether research-related needs and interests varied across four groups: primary care trainees, specialty trainees, primary care faculty, and specialty faculty. We surveyed a random sample of trainees and faculty in Kaiser Permanente Southern California's GME programs. We investigated group differences in outcomes using Fisher exact and Kruskal-Wallis tests. Research experiences, skills, barriers, motivators, and interests in specific research skills development. Participants included 47 trainees and 26 faculty (response rate = 30%). Among primary care faculty, 12 (71%) reported little or no research experience vs 1 (11%) for specialty faculty, 14 (41%) for primary care trainees, and 1 (8%) for specialty trainees (p < 0.001). Submission of research to the institutional review board, an abstract to a conference, or a manuscript for publication in the previous year varied across groups (p = 0.001, p = 0.003, and p < 0.001, respectively). Overall self-reported research skills also differed across groups (p < 0.001). Primary care faculty reported the lowest skill level. Research barriers that differed across groups included other work roles taking priority; desire for work-life balance; and lack of managerial support, research equipment, administrative support, and funding. Faculty and trainees in primary care and specialties have differing research-related needs that GME programs should consider when designing curricula to support scholarly activity. Developing research skills of primary care faculty is a priority to support trainees' scholarly activity.

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.20 - How is a Fulbright-Hays Faculty Research Abroad Fellow selected?

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false How is a Fulbright-Hays Faculty Research Abroad Fellow... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM Selection of Fellows § 663.20 How is a Fulbright-Hays Faculty Research Abroad Fellow...

34 CFR 663.1 - What is the Fulbright-Hays Faculty Research Abroad Fellowship Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false What is the Fulbright-Hays Faculty Research Abroad... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FULBRIGHT-HAYS FACULTY RESEARCH ABROAD FELLOWSHIP PROGRAM General § 663.1 What is the Fulbright-Hays Faculty Research Abroad Fellowship Program? (a...

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

ERIC Educational Resources Information Center

Kabakçi, Isil; Odabasi, H. Ferhan

2008-01-01

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

Asked More Often: Gender Differences in Faculty Workload in Research Universities and the Work Interactions That Shape Them

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Kuvaeva, Alexandra; Nyunt, Gudrun; Waugaman, Chelsea; Jackson, Rose

2017-01-01

Guided by research on gendered organizations and faculty careers, we examined gender differences in how research university faculty spend their work time. We used time-diary methods to understand faculty work activities at a microlevel of detail, as recorded by faculty themselves over 4 weeks. We also explored workplace interactions that shape…

Improving Project Performance through Implementation of Agile Methodologies in the Renewable Energy Construction Industry

NASA Astrophysics Data System (ADS)

Hernandez Mendez, Arturo

Collaborative inquiry within undergraduate research experiences (UREs) is an effective curriculum tool to support student growth. This study seeks to understand how collaborative inquiry within undergraduate biology student experiences are affected within faculty mentored experiences and non-mentored experiences at a large private southeastern university. Undergraduate biology students engaged in UREs (faculty as mentor and non-mentor experiences) were examined for statistically significant differences in student self-efficacy. Self-efficacy was measured in three subcomponents (thinking and working like a scientist, scientific self-efficacy, and scientific identity) from student responses obtained in an online survey. Responses were analyzed using a nonparametric equivalent of a t test (Mann Whitney U test) to make comparisons between faculty mentored and non-mentored student groups. The conclusions of this study highlight the statistically significant effect of faculty mentoring in all three subcomponents. Faculty and university policy makers can apply these findings to develop further support for effective faculty mentoring practices in UREs.

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

PubMed Central

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

2012-01-01

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

Observation and assessment of faculty development learning outcomes.

PubMed

Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

2010-11-01

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development initiatives was sustained.

Beyond a dichotomous view of the concepts of 'sex' and 'gender' focus group discussions among gender researchers at a medical faculty.

PubMed

Alex, Lena; Fjellman Wiklund, Anncristine; Lundman, Berit; Christianson, Monica; Hammarström, Anne

2012-01-01

The concepts of 'sex' and 'gender' are both of vital importance in medicine and health sciences. However, the meaning of these concepts has seldom been discussed in the medical literature. The aim of this study was to explore what the concepts of 'sex' and 'gender' meant for gender researchers based in a medical faculty. Sixteen researchers took part in focus group discussions. The analysis was performed in several steps. The participating researchers read the text and discussed ideas for analysis in national and international workshops. The data were analysed using qualitative content analysis. The authors performed independent preliminary analyses, which were further developed and intensively discussed between the authors. The analysis of meanings of the concepts of 'sex' and 'gender' for gender researchers based in a medical faculty resulted in three categories; "Sex as more than biology", with the subcategories 'sex' is not simply biological, 'sex' as classification, and 'sex' as fluid and changeable; "Gender as a multiplicity of power-related constructions", with the subcategories: 'gender' as constructions, 'gender' power dimensions, and 'gender' as doing femininities and masculinities; "Sex and gender as interwoven", with the subcategories: 'sex' and 'gender' as inseparable and embodying 'sex' and 'gender'. Gender researchers within medicine pointed out the importance of looking beyond a dichotomous view of the concepts of 'sex' and 'gender'. The perception of the concepts was that 'sex' and 'gender' were intertwined. Further research is needed to explore how 'sex' and 'gender' interact.

The 1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1992-01-01

This is the administrative report for the 1992 NASA/ASEE Summer Faculty Fellowship Program which was held at the George C. Marshall Space Flight Center (MSFC) for the 28th consecutive year. The nominal starting and finishing dates for the ten week program were June 1, 1992 through August 7, 1992. The program was sponsored by NASA Headquarters, Washington, D.C., and operated under the auspices of the American Society for Engineering Education (ASEE). The program was one of eight such programs at eight NASA centers sponsored and funded by NASA Headquarters. The basic objectives of the program are the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities at the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The major activities of the 1992 program were the following: (1) recruitment, selection, and assignment of faculty fellows; (2) research performed by the participants in collaboration with the MSFC colleague; (3) a seminar and tour program aimed at providing information concerning activities at MSFC; (4) an activities program of a social/non-technical nature aimed at providing the fellows and their families a means of learning about the MSFC/Huntsville area; and (5) preparation of a volume containing the written reports of the details of the research performed by each of the summer faculty. The success of the 1992 program activities in meeting the stated objectives was measured through questionnaires, which were filled out by participants and their MSFC colleagues. The following sections describe the major activities in more detail and the results of the questionnaires are summarized showing that the 1992 program was highly successful. This year's program also included 19 participants in the Summer Teacher Enrichment Program (STEP) which is comprised of middle school and high school math and science teachers.

The undergraduate-postgraduate-faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities.

PubMed

Dolan, Erin L; Johnson, Deborah

2010-01-01

We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) and faculty. We used a qualitative approach to examine the relationships among undergraduates, postgraduates, and the faculty head in a research group. In this group, undergraduates viewed postgraduates as more approachable than the faculty head both literally and figuratively. Mentorship by postgraduates presented unique challenges for undergraduates, including unrealistic expectations and varying abilities to mentor. The postgraduates and faculty head concurred that undergraduates contributed to the group's success and served as a source of frustration. Postgraduates appreciated the opportunity to observe multiple approaches to mentoring as they saw the faculty head and other postgraduates interact with undergraduates. The faculty head viewed undergraduate research as important for propagating the research community and for gaining insights into undergraduates and their postgraduate mentors. These results highlight how the involvement of undergraduates and postgraduates in research can limit and enhance the research experiences of members of the undergraduate-postgraduate-faculty triad. A number of tensions emerge that we hypothesize are intrinsic to undergraduate research experiences at research universities. Future studies can focus on determining the generalizability of these findings to other groups and disciplines.

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

PubMed

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

2016-09-01

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

Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

PubMed

Weathers, Trenna; Unni, Elizabeth

2018-04-01

Objective. To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. Methods. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Results. The 208 SAS faculty members from 59 colleges contributed to 478 publications with a mean of 95.6 publications per year and 1.62 publications per institution per year. The number of publications increased 45% over the five years from 67 publications in 2011 to 122 in 2015.The average number of publications was 0.92 per year per SAS faculty compared to 0.82 publications per year per faculty from other basic pharmaceutical sciences divisions. The most commonly published research was research articles in the area of scholarship of teaching and learning. The significant predictors of publications were being part of an academic health center, having a PhD program, and higher percent of faculty members who are SAS faculty. Conclusion. Despite being affiliated with institutions with missions less targeted on research, this study showed SAS faculty members at non-research intensive institutions consistently contribute to published literature. Further studies are needed to examine reasons for the lack of publishing by almost half of the SAS faculty and ways to increase research and publication in the field of SAS.

Teacher Educators as Researchers: A Profile of Research in Israeli Teacher Colleges Versus University Departments of Education

ERIC Educational Resources Information Center

Yogev, Sima; Yogev, Abraham

2006-01-01

The teacher research movement has encouraged the development of "practitioner research" action-oriented and reflective studies among teachers and teacher educators alike. This study compares the profile of research conducted in the Israeli academic teacher colleges with that performed by university faculty. A content analysis of the 204…

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.

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.

Predicting Resident Performance from Preresidency Factors: A Systematic Review and Applicability to Neurosurgical Training.

PubMed

Zuckerman, Scott L; Kelly, Patrick D; Dewan, Michael C; Morone, Peter J; Yengo-Kahn, Aaron M; Magarik, Jordan A; Baticulon, Ronnie E; Zusman, Edie E; Solomon, Gary S; Wellons, John C

2018-02-01

Neurosurgical educators strive to identify the best applicants, yet formal study of resident selection has proved difficult. We conducted a systematic review to answer the following question: What objective and subjective preresidency factors predict resident success? PubMed, ProQuest, Embase, and the CINAHL databases were queried from 1952 to 2015 for literature reporting the impact of preresidency factors (PRFs) on outcomes of residency success (RS), among neurosurgery and all surgical subspecialties. Due to heterogeneity of specialties and outcomes, a qualitative summary and heat map of significant findings were constructed. From 1489 studies, 21 articles met inclusion criteria, which evaluated 1276 resident applicants across five surgical subspecialties. No neurosurgical studies met the inclusion criteria. Common objective PRFs included standardized testing (76%), medical school performance (48%), and Alpha Omega Alpha (43%). Common subjective PRFs included aggregate rank scores (57%), letters of recommendation (38%), research (33%), interviews (19%), and athletic or musical talent (19%). Outcomes of RS included faculty evaluations, in-training/board exams, chief resident status, and research productivity. Among objective factors, standardized test scores correlated well with in-training/board examinations but poorly correlated with faculty evaluations. Among subjective factors, aggregate rank scores, letters of recommendation, and athletic or musical talent demonstrated moderate correlation with faculty evaluations. Standardized testing most strongly correlated with future examination performance but correlated poorly with faculty evaluations. Moderate predictors of faculty evaluations were aggregate rank scores, letters of recommendation, and athletic or musical talent. The ability to predict success of neurosurgical residents using an evidence-based approach is limited, and few factors have correlated with future resident performance. Given the importance of recruitment to the greater field of neurosurgery, these data provide support for a national, prospective effort to improve the study of neurosurgery resident selection. Copyright © 2017 Elsevier Inc. All rights reserved.

Examining the effect of goal clarity on faculty performance

NASA Astrophysics Data System (ADS)

Waychal, Pradeep

2018-07-01

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

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.

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

PubMed

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

2012-04-01

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

Communicating with Faculty Using a Diagnostic Performance Appraisal Process.

ERIC Educational Resources Information Center

Gibson, Ken

In spite of the many teacher evaluation models available and the extensive research on performance appraisal, few community colleges have effectively come to terms with this difficult task. Many administrators prefer to avoid the interpersonal conflict and the possible legal ramifications of performance appraisal. However, in times of limited…

Kentucky Water Resources Research Institute (KWRRI)

Science.gov Websites

HOME Home Programs History of the Institute USGS Institute Faculty Research Support Technology Watershed Management University of Kentucky Superfund Research Center Kentucky Research Consortium on Energy Environmental Research and Training Laboratory (ERTL) Kentucky Geological Survey For Faculty Faculty Research

A critical review of current nursing faculty practice.

PubMed

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

2000-12-01

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

Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications

PubMed Central

Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.

2017-01-01

Little attention has been paid to understanding faculty–student productivity via undergraduate research from the faculty member’s perspective. This study examines predictors of faculty–student publications resulting from mentored undergraduate research, including measures of faculty–student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. PMID:28747352

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

NASA Technical Reports Server (NTRS)

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

1980-01-01

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

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

PubMed Central

2012-01-01

Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable. PMID:22747781

Administrative Style and Leadership Effectiveness.

ERIC Educational Resources Information Center

Thomas, Vernadine; Ogletree, Earl J.

Trends over the past 25 years in research on evaluation of school administrative leadership are analyzed in this summary report. Administrator evaluation became a concern as the principal's influence on the performance and attitudes of faculty and staff was realized. Research on organizational psychology demonstrated the relationship between…

Too Much Emphasis on Research? An Empirical Examination of the Relationship between Research and Teaching in Multitasking Environments

ERIC Educational Resources Information Center

Bak, Hee-Je; Kim, Do Han

2015-01-01

While the public is concerned that emphasizing research performance among university faculty results in inadequate attention to undergraduate teaching, research on the relationship between research and teaching in higher education has failed to confirm or deny the validity of this concern. To empirically test this popular concern, we examined how…

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

ERIC Educational Resources Information Center

Chen, Yining; Gupta, Ashok; Hoshower, Leon

2006-01-01

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

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

ERIC Educational Resources Information Center

Colbeck, Carol L.

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

Performance-Based Assessment of Graduate Student Research Skills: Timing, Trajectory, and Potential Thresholds

ERIC Educational Resources Information Center

Timmerman, Briana Crotwell; Feldon, David; Maher, Michelle; Strickland, Denise; Gilmore, Joanna

2013-01-01

The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill…

Building a chiropractic academy of educators: A needs assessment of selected faculty educators

PubMed Central

Tunning, Michael J.; Derby, Dustin C.; Krell-Mares, Kelly A.; Barber, Michelle R.

2017-01-01

Objective: Professional demands have led to health-care educator specialization in research or patient care. The academy movement is an avenue that attempts to return prestige and importance to improved instruction. The authors performed a needs analysis of selected faculty at 3 chiropractic colleges to assess the need for, and willingness to participate in, an academy of educators program. Methods: An expert-developed, pretested survey was deployed using SurveyMonkey. Analysis of variance and regression analysis were used to address 3 research questions related to the academy of educators program. Results: The study achieved a 53% response rate and reflected that an overwhelming majority of chiropractic faulty members (89%) reported the need for an academy of educators. The study found no significant differences between faculty ranks, years of experience, and participation willingness. Conclusion: A structured approach, such as an academy, to foster professional teaching development may create positive outcomes for an institution. Faculty educators were willing to engage in an efficient program that may improve teaching methods and create opportunities for collaborative working relationships, which signals the potential for wide acceptance of the program. PMID:28768113

14 CFR § 1260.12 - Choice of award instrument.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) Capturing student interest and/or improving student performance in science, mathematics, technology, or related fields; (ii) Enhancing the skill, knowledge, or ability of teachers or faculty members in science... programs or research to increase participation and/or to enhance performance in science, mathematics, or...

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…

Perceived affordances and constraints regarding instructors' use of Peer Instruction: Implications for Promoting Instructional Change

NASA Astrophysics Data System (ADS)

Turpen, Chandra

2016-03-01

Research has documented that physics faculty are generally aware of research-based instructional strategies and are interested in using them. However, the use of research-based instructional strategies is not widespread. A large, unsolved problem in our field is how to effectively spread and sustain the use of research-based instructional strategies in undergraduate physics education. In this research study, we conducted extensive interviews with faculty from across the country regarding their current and past instructional practices as well as their experiences, knowledge and use of Peer Instruction (PI). In this talk I will discuss how faculty come to know about PI, how PI is often used by faculty, and the reasons faculty give for taking up or not taking up aspects of PI. Through this work, we established that 1) faculty commonly modify and adapt PI, 2) most faculty readily acknowledge the shortcomings of lecture, and 3) faculty are concerned that PI use will be taxing on their time, limit their coverage of content, and be a struggle to implement. With a better understanding of faculty's reasoning and struggles, change agents can learn to better partner with faculty in working towards effective instructional change. This work was supported, in part, by the National Science Foundation, Grant No. DUE-0715698.

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.

Research-based assessment affordances and constraints: Perceptions of physics faculty

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew Sandy; Bell, Alexander; Sayre, Eleanor C.

2016-06-01

[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the physics education research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and do not measure many of the things they care about, or are not applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how a faculty member's role in their department and type of institution influence their perceived wants and needs around assessment.

The influences and experiences of African American undergraduate science majors at predominately White universities

NASA Astrophysics Data System (ADS)

Blockus, Linda Helen

The purpose of this study is to describe and explore some of the social and academic experiences of successful African American undergraduate science majors at predominately White universities with the expectation of conceptualizing emerging patterns for future study. The study surveyed 80 upperclass African Americans at 11 public research universities about their perceptions of the influences that affect their educational experiences and career interests in science. The mailed survey included the Persistence/ voluntary Dropout Decision Scale, the Cultural Congruity Scale and the University Environment Scale. A variety of potential influences were considered including family background, career goals, psychosocial development, academic and social connections with the university, faculty relationships, environmental fit, retention factors, validation, participation in mentored research projects and other experiences. The students' sources of influences, opportunities for connection, and cultural values were considered in the context of a research university environment and investigated for emerging themes and direction for future research. Results indicate that performance in coursework appears to be the most salient factor in African American students' experience as science majors. The mean college gpa was 3.01 for students in this study. Challenging content, time demands, study habits and concern with poor grades all serve to discourage students; however, for most of the students in this study, it has not dissuaded them from their educational and career plans. Positive course performance provided encouragement. Science faculty provide less influence than family members, and more students find faculty members discouraging than supportive. Measures of faculty relations were not associated with academic success. No evidence was provided to confirm the disadvantages of being female in a scientific discipline. Students were concerned with lack of minority role models and African American faculty, as well as peers dropping out of science majors. Although experiences with racism were frequently cited, encounters with racism alone are not cause for African American science majors to consider changing majors or career plans. Approximately one third of the students have participated in undergraduate research projects or internships with faculty mentors; however, these experiences do not have substantial impact for most students. College grade point average was associated with research project participation. Approximately one-fourth of the students are engaged in some kind of science-oriented activity (e.g., club) that provided them with a sense of belonging and connection. Theoretical and conceptual implications as well as suggestions for study replication are provided.

Surgery resident selection and evaluation. A critical incident study.

PubMed

Edwards, J C; Currie, M L; Wade, T P; Kaminski, D L

1993-03-01

This article reports a study of the process of selecting and evaluating general surgery residents. In personnel psychology terms, a job analysis of general surgery was conducted using the Critical Incident Technique (CIT). The researchers collected 235 critical incidents through structured interviews with 10 general surgery faculty members and four senior residents. The researchers then directed the surgeons in a two-step process of sorting the incidents into categories and naming the categories. The final essential categories of behavior to define surgical competence were derived through discussion among the surgeons until a consensus was formed. Those categories are knowledge/self-education, clinical performance, diagnostic skills, surgical skills, communication skills, reliability, integrity, compassion, organization skills, motivation, emotional control, and personal appearance. These categories were then used to develop an interview evaluation form for selection purposes and a performance evaluation form to be used throughout residency training. Thus a continuum of evaluation was established. The categories and critical incidents were also used to structure the interview process, which has demonstrated increased interview validity and reliability in many other studies. A handbook for structuring the interviews faculty members conduct with applicants was written, and an interview training session was held with the faculty. The process of implementation of the structured selection interviews is being documented currently through qualitative research.

Social Work Faculty and Undergraduate Research Mentorships

ERIC Educational Resources Information Center

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

2016-01-01

Social work faculty scholars lead the field as generators of knowledge that integrates investigative studies with practical social welfare outcomes. As such, the faculty potentially offers undergraduate researchers a different way of envisioning research that extends beyond traditional undergraduate research models. To date, however, no research…

Assessing Faculty Performance: A Test of Method.

ERIC Educational Resources Information Center

Clark, Mary Jo; Blackburn, Robert T.

A methodology for evaluating faculty work performance was discussed, using data obtained from a typical liberal arts college faculty. Separate evaluations of teaching effectiveness and of overall contributions to the college for 45 full-time faculty (85% response rate) were collected from administrators, faculty colleagues, students, and from the…

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…

Funded Research of Faculty at 2-Year Institutions by Geographic Locations and Funding Sources

ERIC Educational Resources Information Center

Boyer, Patricia

2007-01-01

Little is known about how faculty at 2-year institutions secure grants. Although the mission of community colleges focuses more on teaching than research, many of the faculty desire to pursue grants and some actually engage in this activity. The purpose of this research was to better understand faculty at 2-year institutions regarding several…

Factors Influencing Career Experiences of Selected Chinese Faculty Employed at an American Research Extensive University

ERIC Educational Resources Information Center

Cooksey, Yan Zhang; Cole, Bryan R.

2012-01-01

Whereas research related to the experience of faculty of color is increasing, few attentions have been focused on Chinese faculty's career experience in the US. This study examined career experiences of 16 Chinese faculty members across different disciplines, ranks and genders at a studied research extensive university in Texas, US. The study used…

Soft Research on a Hard Subject: Student Evaluations Reconsidered

ERIC Educational Resources Information Center

Soper, John C.

1973-01-01

Methods of evaluation of faculty classroom performance are considered. The author cites research studies which attempt to assess the validity of student evaluations of teachers. Data are presented suggesting that the students' perceptions of their teachers' abilities are not connected with what those students learn. (SM)

Investigation of Integrated Vehicle Health Management Approaches

NASA Technical Reports Server (NTRS)

Paris, Deidre

2005-01-01

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

User satisfaction level of parking space facility: a case of Faculty of Geography, Universitas Gadjah Mada, Indonesia

NASA Astrophysics Data System (ADS)

Budiani, S. R.; Iffani, M.; Novianti, I.; Alfana, M. A. F.; Harini, R.; Rofi, A.

2018-04-01

Every vehicular trip starts and finishes at a parking lot. Therefore, the availability of parking space has to meet the demand of vehicle users so that their activities can be performed smoothly and in time. The needs for parking space in Faculty of Geography tend to increase from year to year due to the increasing use of private vehicles in the faculty. This research aimed to identify the user satisfaction level of the parking space in Faculty of geography and to understand the influence of the parking facility on user satisfaction level. It was survey research because it took samples from a population and used a list of questions as a data collection tool. The data was analyzed quantitatively with descriptive statistics. The satisfaction level was calculated according to an existing regulation, namely the Decree of the Indonesian Minister of Administrative and Bureaucratic Reform No. Kep/25/M.PAN/2004 about General Guidelines for the Assessment of Community Satisfaction Index of Public Service Unit. The results showed that the mean user satisfaction level of the parking facility and each of its elements were good. In other words, the parking facility was already good in each element. Therefore, the faculty should focus the improvement on making it better.

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.

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Preservice Teachers/Researchers

ERIC Educational Resources Information Center

Gentry, James E.; Baker, Credence; Lamb, Holly; Pate, Roberta

2016-01-01

In 2013-2015, two faculty-led educational research studies were conducted, aided by five undergraduate preservice teachers/researchers (PSTR). Faculty-researchers designed a qualitative phenomenological-inquiry based methodology to examine the PSTR perceptions regarding their respective research experiences with faculty. Triangulation of the data…

Individual Differences in Faculty Research Time Allocations across 13 Countries

ERIC Educational Resources Information Center

Bentley, Peter James; Kyvik, Svein

2013-01-01

In research universities, research time is often too scarce to satiate the wishes of all faculty and must be allocated according to guidelines and principles. We examine self-reported research hours for full-time faculty at research universities in 13 countries (Argentina, Australia, Brazil, Canada, China, Finland, Germany, Italy, Malaysia,…

Faculty Ranks and Reviews: One Institution's Solution.

ERIC Educational Resources Information Center

Rau, A. Ravi P.; Masse, Michelle A.; Wittkopf, Eugene R.; Kinney, Ralph A.

2000-01-01

Presents recommendations of a faculty/administrator committee at Louisiana State University concerning faculty ranks and reviews, especially of nontenured full-time faculty who specialize in either teaching or research. It proposes rolling multiple-year contracts for instructors, new titles for non-teaching research scientists, university…

Promoting Interdisciplinary Research among Faculty

ERIC Educational Resources Information Center

Novak, Elena; Zhao, Weinan; Reiser, Robert A.

2014-01-01

With the growing recognition of the importance of interdisciplinary research, many faculty have increased their efforts to form interdisciplinary research teams. Oftentimes, attempts to put together such teams are hampered because faculty have a limited picture of the research interests and expertise of their colleagues. This paper reports on…

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

PubMed

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

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

Gender differences in publication productivity, academic position, career duration, and funding among U.S. academic radiation oncology faculty.

PubMed

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

2014-05-01

This study aimed to analyze gender differences in rank, career duration, publication productivity, and research funding among radiation oncologists at U.S. academic institutions. For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree, and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (Scopus, Elsevier BV), including numbers of publications from 1996 to 2012 and h-indices. The authors then concatenated these data with National Institutes of Health (NIH) funding per Research Portfolio Online Reporting Tools. The authors performed descriptive and correlative analyses, stratifying by gender and rank. Of 1,031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median m-index, 0.58 (range 0-3.23) versus 0.47 (0-2.5) (P < .05); h-index, 8 (0-59) versus 5 (0-39) (P < .05); and publication number, 26 (0-591) versus 13 (0-306) (P < .05). Men were more likely to be senior faculty and receive NIH funding. After stratifying for rank, these differences were largely nonsignificant. On multivariate analysis, there were correlations between gender, career duration and academic position, and h-index (P < .01). Determinants of a successful career in academic medicine are multifactorial. Data from radiation oncologists show a systematic gender association, with fewer women achieving senior faculty rank. However, women achieving seniority have productivity metrics comparable to those of male counterparts. This suggests that early career development and mentorship of female faculty may narrow productivity disparities.

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

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.

Advancing a Program of Research within a Nursing Faculty Role

PubMed Central

Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria

2008-01-01

Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution. PMID:19022210

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development – a case study

PubMed Central

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education. PMID:27990467

Analysis of educational research at a medical faculty in Germany and suggestions for strategic development - a case study.

PubMed

Prediger, Sarah; Harendza, Sigrid

2016-01-01

Background: Evidence-based medical education is playing an increasingly important role in the choice of didactic methods and the development of medical curricula and assessments. In Germany, a growing number of educational research projects has accompanied an ongoing change in the medical education process. The aim of this project was to assess medical education research activities at one medical faculty to develop procedural recommendations for the support and development of best evidence medical education. Methods: Using a newly developed online questionnaire, the 65 institutes and departments of the medical faculty of Hamburg University at Hamburg University Medical-Center (UKE) were asked to report their medical education research and service projects, medical education publications, medical education theses, financial support for educational projects, and supportive structures that they would consider helpful in the future. The data were grouped, and a SWOT analysis was performed. Results: In total, 60 scientists who were involved in 112 medical education research publications between 1998 and 2014 were identified at the UKE. Twenty-five of them had published at least one manuscript as first or last author. Thirty-three UKE institutions were involved in educational service or research projects at the time of the study, and 75.8% of them received internal or external funding. Regular educational research meetings and the acquisition of co-operation partners were mentioned most frequently as beneficial supportive structures for the future. Conclusion: An analysis to define the status quo of medical education research at a medical faculty seems to be a helpful first step for the development of a strategy and structure to further support researchers in medical education.

Computational fluid dynamics research

NASA Technical Reports Server (NTRS)

Chandra, Suresh; Jones, Kenneth; Hassan, Hassan; Mcrae, David Scott

1992-01-01

The focus of research in the computational fluid dynamics (CFD) area is two fold: (1) to develop new approaches for turbulence modeling so that high speed compressible flows can be studied for applications to entry and re-entry flows; and (2) to perform research to improve CFD algorithm accuracy and efficiency for high speed flows. Research activities, faculty and student participation, publications, and financial information are outlined.

Partners in Research: Developing a Model for Undergraduate Faculty-Student Collaboration.

PubMed

Reitmaier Koehler, Amy; Reveling Smith, Linda; Davies, Susan; Mangan-Danckwart, Deborah

2015-10-09

Maintaining scholarship while delivering an undergraduate nursing program is a challenge for nursing faculty. In this paper, we describe an approach that involves undergraduate nursing students in a program of faculty research, which evaluates new approaches to teaching and learning. Students work with faculty to develop a research proposal, identifying specific questions and exploring relevant literature. Projects may include original data collection with faculty supervision, or secondary analysis of existing datasets. Foci have included partnership learning between nursing students and older adults, models of sustainability for a traveling health clinic, and experiences of aging. Findings and recommendations feed into the broader faculty research agenda, provide a foundation for subsequent projects, and inform further development of educational programs. Students have presented at local and national conferences and developed papers for publication based on this joint work. We describe the benefits and challenges of these partnerships, drawing upon student and faculty reflections.

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…

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.

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

ERIC Educational Resources Information Center

Bunton, Sarah A.; Mallon, William T.

2007-01-01

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

The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

NASA Astrophysics Data System (ADS)

Jariwala, Manher

Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

Research Productivity of Accounting Faculty: An Exploratory Study

ERIC Educational Resources Information Center

Chen, Yining; Nixon, Mary R.; Gupta, Ashok; Hoshower, Leon

2010-01-01

This study surveyed 367 accounting faculty members from AACSB accredited Colleges of Business to examine (1) their research productivity and (2) the intrinsic and extrinsic motivators to conduct research. Wide differences in research productivity were observed in the faculty associated with doctoral vs. non-doctoral granting programs. There were…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1987

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1987-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members were appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow devoted approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program consisted of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

Faculty Roles, Responsibilities, and Involvement in Campus Safety Initiatives as Perceived by Faculty and Administrators: A Case Study at a Large State University

ERIC Educational Resources Information Center

Rollings, Meda Janeen

2010-01-01

The study addressed the problem of campus safety and the extent to which faculty and administrators are aware of institutional security policies. Further, the research compared perceptions of administrators and faculty regarding faculty awareness of and involvement in campus safety policy initiatives. The research sought to determine if the…

Online Course Effectiveness: A Model for Innovative Research in Counselor Education

ERIC Educational Resources Information Center

Cicco, Gina

2013-01-01

This article will discuss the need for experimental research to document the effectiveness of online counseling skills courses. There are relatively few published studies that have investigated faculty and student performance outcomes when counseling skills and techniques courses are taught through a completely online modality. Various studies…

Multiple Perspectives, Loyalties and Identities: Exploring Intrapersonal Spaces through Research-Based Theatre

ERIC Educational Resources Information Center

White, Vince; Belliveau, George

2011-01-01

This paper recounts the investigative journey of a small group of faculty and graduate students at the University of British Columbia who extensively employed research-based theatre methods to collaboratively and performatively explore three distinct but related contexts that represent critical "moments" in the professional lives of…

Perceptions of the Performance of Community College Faculty: Dissertation Research Findings.

ERIC Educational Resources Information Center

Vickers, Mozelle Carver

A sample of 30 instructors nominated as effective teachers to the Piper Foundation and 31 randomly selected control instructors from the same 14 Texas colleges were evaluated by students, former students, administrators, peers, and the instructors themselves. The research instrument incorporated ten sets of characteristics expressed as polar…

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate–Postgraduate–Faculty Triads

PubMed Central

Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as “postgraduates”) and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate’s research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates’ research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The “closed triad,” in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. PMID:27174583

Research Self-Efficacy Sources and Research Motivation in a Foreign Language University Faculty in Mexico: Implications for Educational Policy

ERIC Educational Resources Information Center

Reyes-Cruz, María del Rosario; Perales-Escudero, Moisés Damián

2016-01-01

The research self-efficacy and motivation of foreign language (FL) faculty in periphery countries is under-researched, yet there is a need to understand the impact of public policies that drive such faculty to conduct research. This paper reports a qualitative case study investigating research self-efficacy and research motivation in a group of…

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

ERIC Educational Resources Information Center

Rush, S. Craig; Wheeler, Joanna

2011-01-01

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

Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

PubMed

Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

2004-03-01

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

Faculty Leadership in Baccalaureate Study Abroad Programs: The Relationship between Faculty Preparedness and Intercultural Competence

ERIC Educational Resources Information Center

MacDonald, Carla J.

2012-01-01

The dissertation describes projected research to investigate whether a relationship exists between faculty in baccalaureate education who lead short term study abroad programs (SAPS) and their levels of intercultural competency. Specifically, the research collected considers whether a connection exists between those faculty who received…

Faculty Perceptions of Academic Advising: Importance, Responsibility, and Competence

ERIC Educational Resources Information Center

Johnson-Garcia, Michelle

2010-01-01

Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…

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

PubMed

Titus, Sandra L; Ballou, Janice M

2014-03-01

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

Starring Students: Gender Performance at a Women's College

ERIC Educational Resources Information Center

Hart, Jeni; Lester, Jaime

2011-01-01

The purpose of this qualitative study is to better understand how gender is constructed at a women's college. Specifically, the researchers use Judith Butler's (1990) work on performativity to frame how members of the campus community perceive transgender students are integrated into the college. Through semi-structured interviews with faculty,…

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

PubMed

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

2012-07-01

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

Faculty Research, Publications, In-Service Activities at Northeastern Oklahoma State University.

ERIC Educational Resources Information Center

Northeastern Oklahoma State Univ., Tahlequah.

Contained in this publication of Northeastern Oklahoma State University are faculty publications and research reports; abstracts fo faculty-student research projects; a list of individual and group inservice activities and research in progress by college department and divisions; and a bibliography of published articles, books, and creative works.…

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads

ERIC Educational Resources Information Center

Aikens, Melissa L.; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T.; Dolan, Erin L.

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the…

Reciprocal Engagement: The Process of Pedagogical Innovation among Faculty at Research Universities

ERIC Educational Resources Information Center

Boden, Karen E.

2012-01-01

Research Universities: very high research activity (RU/VH) faculty often emphasize research compared with teaching or service in their work. However, some faculty still intentionally endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe the process…

Study of Factors Influencing Research Productivity of Agriculture Faculty Members in Iran

ERIC Educational Resources Information Center

Hedjazi, Yousef; Behravan, Jaleh

2011-01-01

The purpose of this research is to analyze the relationship between individual, institutional and demographic characteristics on one hand and the research productivity of agriculture faculty members on the other. The statistical population of the research comprises 280 academic staff in agricultural faculties all over Tehran Province. The data…

"I Couldn't Wait to Leave the Toxic Environment": A Mixed Methods Study of Women Faculty Satisfaction and Departure from One Research Institution

ERIC Educational Resources Information Center

Gardner, Susan K.

2012-01-01

A mixed methods analysis of women faculty departure at one research institution was conducted using Hagedorn's model of faculty job satisfaction. Findings from an institution-wide survey and interviews with women faculty who had left the institution resulted in several themes: (a) a lack of resources to support faculty work, (b) a lack of…

Faculty Research and Publication Practices

ERIC Educational Resources Information Center

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

2015-01-01

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

Academic Incentives for Faculty Participation in Community-based Participatory Research

PubMed Central

Nyden, Philip

2003-01-01

Recognizing the need to overcome the obstacles of traditional university- and discipline-oriented research approaches, a variety of incentives to promote community-based participatory research (CBPR) are presented. Experiences of existing CBPR researchers are used in outlining how this methodological approach can appeal to faculty: the common ground shared by faculty and community leaders in challenging the status quo; opportunities to have an impact on local, regional, and national policy; and opening doors for new research and funding opportunities. Strategies for promoting CBPR in universities are provided in getting CBPR started, changing institutional practices currently inhibiting CBPR, and institutionalizing CBPR. Among the specific strategies are: development of faculty research networks; team approaches to CBPR; mentoring faculty and students; using existing national CBPR networks; modifying tenure and promotion guidelines; development of appropriate measures of CBPR scholarship; earmarking university resources to support CBPR; using Institutional Review Boards to promote CBPR; making CBPR-oriented faculty appointments; and creating CBPR centers. PMID:12848841

Variability of Passing Grades in Undergraduate Nursing Education Programs in New York State.

PubMed

Reynolds, Diane

2015-01-01

The purpose of this descriptive study was to provide information about passing grades and their corresponding numeric grades for undergraduate nursing programs in New York State. An additional purpose was to report on differences in grading between faculty teaching in associate versus baccalaureate nursing programs, full-time versus adjunct faculty, and tenured versus nontenured faculty. There is a paucity of research on grade variability in undergraduate nursing programs. Three hundred eighty-four full-time and 96 adjunct faculty responded to an invitation to complete an online survey. Grades are not uniformly awarded across institutions. Passing grades ranged from 70 to 85 percent (C- to B+, respectively), with a mean of 74.79 percent. Wide variations in grades in different institutions across the country may undermine grade point average as a reliable measure of education, making it difficult to evaluate individual student performance.

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

PubMed

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

1997-09-01

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

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

PubMed

Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty, students, curriculum, and resources identified in this first systematic evaluation of the quality of nursing doctoral education can inform nursing schools, universities, and policy-makers about areas for improvement in Korea and possibly in the world. Geographical variations found in these four components of doctoral education warrant attention by policy-makers in Korea. Copyright 2009 Elsevier Ltd. All rights reserved.

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

ERIC Educational Resources Information Center

Türkoglu, Muhammet Emin; Cansoy, Ramazan

2017-01-01

Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…

Psychology Citations Revisited: Behavioral Research in the Age of Electronic Resources

ERIC Educational Resources Information Center

Schaffer, Thomas

2004-01-01

This bibliometric study focused on the research needs of psychology faculty and quantified the availability throughout the library of articles cited recently by the faculty. More than social sciences faculty generally, psychology faculty report relying on the journal literature rather than on the monographic literature. Less than one- third of the…

Black Faculty at Research Universities: Has Significant Progress Occurred?

ERIC Educational Resources Information Center

Modica, Jonathon L.; Mamiseishvili, Ketevan

2010-01-01

Changes in the representation, career advancement, and workplace perceptions of Black faculty at research universities in the United States over time, in comparison to White faculty were examined. Based on the analysis of data from the 1993, 1999, and 2004 National Study of Postsecondary Faculty (NSOPF) surveys, we found that although the overall…

Peak Performance...Reaching for Excellence in Agricultural Education Research. Proceedings of the Annual National Agricultural Education Research Meeting (22nd, Denver, Colorado, December 1, 1995). Volume XXII.

ERIC Educational Resources Information Center

Birkenholz, Robert J., Ed.; Schumacher, Leon G., Ed.

The theme of this conference reflects the continuing need to conduct and report research that addresses significant problems and issues in Agricultural Education. Selected research papers are as follows: "Opportunities and Obstacles for Distance Education in Agricultural Education (AE)" (Murphy, Terry); "Faculty Needs Associated with Agricultural…

Comparing University Academic Performances of HSC Students at the Three Art-Based Faculties

ERIC Educational Resources Information Center

Ismail, Noor Azina; Othman, Azmah

2006-01-01

University Malaya enrolls students from all states in Malaysia as well as a small number of students from overseas. The objective of this paper is to investigate the effect of past performance on students at three faculties, namely, Faculty of Economics and Administration(FEA), Faculty of Business and Accounting(FBA) and Faculty of Arts and Social…

The 1993 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1993-01-01

Since 1964, the National Aeronautics and Space Administration has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center.

1994 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1994-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center.

Social Media and Mentoring in Biomedical Research Faculty Development

ERIC Educational Resources Information Center

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-01-01

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

Beyond a Dichotomous View of the Concepts of ‘Sex’ and ‘Gender’ Focus Group Discussions among Gender Researchers at a Medical Faculty

PubMed Central

Alex, Lena; Fjellman Wiklund, Anncristine; Lundman, Berit; Christianson, Monica; Hammarström, Anne

2012-01-01

Introduction The concepts of ‘sex’ and ‘gender’ are both of vital importance in medicine and health sciences. However, the meaning of these concepts has seldom been discussed in the medical literature. The aim of this study was to explore what the concepts of ‘sex’ and ‘gender’ meant for gender researchers based in a medical faculty. Methods Sixteen researchers took part in focus group discussions. The analysis was performed in several steps. The participating researchers read the text and discussed ideas for analysis in national and international workshops. The data were analysed using qualitative content analysis. The authors performed independent preliminary analyses, which were further developed and intensively discussed between the authors. Results The analysis of meanings of the concepts of ‘sex’ and ‘gender’ for gender researchers based in a medical faculty resulted in three categories; “Sex as more than biology”, with the subcategories ‘sex’ is not simply biological, ‘sex’ as classification, and ‘sex’ as fluid and changeable; ”Gender as a multiplicity of power-related constructions”, with the subcategories: ‘gender’ as constructions, ‘gender’ power dimensions, and ‘gender’ as doing femininities and masculinities; “Sex and gender as interwoven”, with the subcategories: ‘sex’ and ‘gender’ as inseparable and embodying ‘sex’ and ‘gender’. Conclusions Gender researchers within medicine pointed out the importance of looking beyond a dichotomous view of the concepts of ‘sex’ and ‘gender’. The perception of the concepts was that ‘sex’ and ‘gender’ were intertwined. Further research is needed to explore how ‘sex’ and ‘gender’ interact. PMID:23185593

Projected growth in pharmacy education and research, 2010 to 2015.

PubMed

Knapp, Katherine K; Manolakis, Michael; Webster, Andrew A; Olsen, Keith M

2011-08-10

To determine projected growth in pharmacy education and research from 2010 to 2015 and to relate findings to external and internal factors. An e-mail survey instrument was sent to all US pharmacy deans, and responses were used to estimate growth in the number of first-professional-degree doctor of pharmacy (PharmD) graduates, residents/fellows, graduate students, faculty members, graduate research faculty members, and postdoctoral fellows. Results were related to the national economy, trends in faculty vacancies, growth trends in other health professions, pharmacist roles, and healthcare reform. Five-year growth projections were: 58% increase in the number of residents/fellows, 23% in postdoctoral fellows, 21% in entry-level PharmD graduates, 19% in graduate/research faculty members, 17% in graduate students, and 13% in total pharmacy faculty members. Residencies/fellowships showed the highest projected growth rates (58%). Graduate education and research data suggest a growing research enterprise. Faculty vacancy trends were downward and this suggests better faculty availability in coming years. Substantial growth is expected from 2010 to 2015 in all areas of pharmacy education. External factors and how well the profession is able to demonstrate its contribution to resolving healthcare problems may influence the actual growth rates achieved.

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

PubMed

Bahammam, Laila A; Linjawi, Amal I

2017-04-01

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

Physics Faculty Perceptions of Research-based Assessment

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2016-03-01

When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs, but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members' roles in their departments and institutions influence their perceived wants and needs around assessment. Supported by NSF DUE-1256354, DUE-1256354, DUE-1347821, DUE-1347728.

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

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

2003-01-01

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

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

ERIC Educational Resources Information Center

Nadelson, Louis S.

2016-01-01

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

Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

ERIC Educational Resources Information Center

Shipman, Cheri Deann

2017-01-01

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

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

PubMed

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

2001-01-01

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

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

NASA Astrophysics Data System (ADS)

Bouwma-Gearhart, Jana

2012-10-01

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

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

PubMed

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

2009-01-01

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

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

2001 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2002-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises these programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4 To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellow's research topics. The lecture and seminar leaders wil be distinguished scientists and engineers from NASA, education and industry.

1996 NASA-Hampton University American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1996-01-01

NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives were: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants institutions; (4) To contribute to the research objectives of the NASA Center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

1999 NASA - ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program or summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

This Is Not an Article: A Reflection on Creative Research Dialogues (This Is Not a Seminar)

ERIC Educational Resources Information Center

Adams, Lyndall; Kueh, Christopher; Newman-Storen, Renee; Ryan, John

2015-01-01

This is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and…

Gender Differences in Publication Productivity, Academic Position, Career Duration and Funding Among U.S. Academic Radiation Oncology Faculty

PubMed Central

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

2015-01-01

Purpose There has been much recent interest in promoting gender equality in academic medicine. This study aims to analyze gender differences in rank, career duration, publication productivity and research funding among radiation oncologists at U.S. academic institutions. Methods For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (SCOPUS, Elsevier BV, Amsterdam, NL), including numbers of publications and h-indices. The authors then concatenated this data with National Institute of Health funding for each individual per Research Portfolio Online Reporting Tools (REPORTer). The authors performed descriptive and correlative analyses, stratifying by gender and rank. Results Of 1031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median h-index (8 (0-59) versus 5 (0-39); P<.05) and publication number (26 (0-591) versus 13 (0-306); P<.05) overall, and were more likely to be senior faculty and receive NIH funding. However, after stratifying for rank, these differences were largely non-significant. On multivariate analysis, there were significant correlations between gender, career duration and academic position, and h-index (P<.01). Conclusions The determinants of a successful career in academic medicine are certainly multi-factorial, particularly in traditionally male-dominated fields. However, data from radiation oncologists show a systematic gender association withfewer women achieving senior faculty rank. However, women who achieve senior status have productivity metrics comparable to their male counterparts. This suggests early career development and mentorship of female faculty may narrow productivity disparities. PMID:24667510

Conscientious Objection to Animal Experimentation in Italian Universities.

PubMed

Baldelli, Ilaria; Massaro, Alma; Penco, Susanna; Bassi, Anna Maria; Patuzzo, Sara; Ciliberti, Rosagemma

2017-03-13

In Italy, Law 413/1993 states that public and private Italian Institutions, including academic faculties, are obliged to fully inform workers and students about their right to conscientious objection to scientific or educational activities involving animals, hereafter written as "animal CO". However, little monitoring on the faculties' compliance with this law has been performed either by the government or other institutional bodies. Based on this premise, the authors have critically reviewed the existing data and compared them with those emerging from their own investigation to discuss limitations and inconsistencies. The results of this investigation revealed that less than half of Italian academic faculties comply with their duty to inform on animal CO. Non-compliance may substantially affect the right of students to make ethical choices in the field of animal ethics and undermines the fundamental right to express their own freedom of thought. The Italian Ministry of Education, Universities and Research, ethics committees and animal welfare bodies should cooperate to make faculties respect this law. Further research is needed to better understand the reasons for the current trend, as well as to promote the enforcement of Law 413/1993 with particular regard to information on animal CO.

Life-science research within US academic medical centers.

PubMed

Zinner, Darren E; Campbell, Eric G

2009-09-02

Besides the generic "basic" vs "applied" labels, little information is known about the types of life-science research conducted within academic medical centers (AMCs). To determine the relative proportion, characteristics, funding, and productivity of AMC faculty by the type of research they conduct. Mailed survey conducted in 2007 of 3080 life-science faculty at the 50 universities with medical schools that received the most funding from the National Institutes of Health in 2004. Response rate was 74%. Research faculty affiliated with a medical school or teaching hospital, representing 77% of respondents (n = 1663). Type of research (basic, translational, clinical trials, health services research/clinical epidemiology, multimode, other), total funding, industry funding, publications, professional activities, patenting behavior, and industry relationships. Among AMC research faculty, 33.6% exclusively conducted basic science research as principal investigators compared with translational researchers (9.1%), clinical trial investigators (7.1%), and health services researchers/clinical epidemiologists (9.0%). While principal investigators garnered a mean of $410,755 in total annual research funding, 22.1% of all AMC research faculty were unsponsored, a proportion that ranged from 11.5% for basic science researchers to 46.8% for health services researchers (P < .001). The average AMC faculty member received $33,417 in industry-sponsored funding, with most of this money concentrated among clinical trial ($110,869) and multimode ($59,916) principal investigators. Translational (61.3%), clinical trial (67.3%), and multimode (70.9%) researchers were significantly more likely than basic science researchers (41.9%) to report a relationship with industry and that these relationships contributed to their most important scientific work (P < .05 for all comparisons). The research function of AMCs is active and diverse, incorporating a substantial proportion of faculty who are conducting research and publishing without sponsorship.

Integrating Undergraduate Students in Faculty-Driven Motor Behavior Research

ERIC Educational Resources Information Center

Robinson, Leah E.

2013-01-01

This article described the faculty-sponsored, faculty-driven approach to undergraduate research (UGR) at Auburn University. This approach is centered around research in the Pediatric Movement and Physical Activity Laboratory, and students can get elective course credit for their participation in UGR. The article also describes how students' roles…

Strategic Faculty Hiring in Two Public Research Universities: Pursuing Interdisciplinary Connections

ERIC Educational Resources Information Center

Sa, Creso M.

2008-01-01

This paper examines innovations in strategic faculty hiring emphasizing interdisciplinarity at two major public research universities in the USA. The research investigated how and why the Pennsylvania State University and the University of Wisconsin-Madison chose to pursue interdisciplinary faculty recruitment, how it was structured, and how it…

Optimizing Institutional Approaches to Enable Research

ERIC Educational Resources Information Center

Grieb, Teri; Horon, Jeffrey R.; Wong, Cassandra; Durkin, Jessica; Kunkel, Steven L.

2014-01-01

Challenges that face the academic research enterprise are numerous. These concerns include, but are not limited to: declines in extramural funding for investigatorinitiated research, an aging faculty workforce (the average age of securing a faculty's first R01 is over 42), insufficient funds to support faculty laboratories, and limited access to…

Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program

PubMed Central

Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.

2016-01-01

In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs. PMID:27521237

Challenges to Christian Higher Education at a Time of Increasing Emphasis on Research

ERIC Educational Resources Information Center

Hemmings, Brian; Hill, Doug

2014-01-01

In Australia, both Christian and non-Christian higher education institutions (HEIs) have experienced a rapidly changing external environment that is becoming more performance-driven, particularly in relation to faculty research. Academics working in Australian Christian HEIs often feel pressure to keep pace with their counterparts in non-Christian…

Poetry in the Academy: A Language of Possibility

ERIC Educational Resources Information Center

Leggo, Carl

2018-01-01

As a poet, researcher, and teacher in the academy, I have pursued my vocation with an abiding commitment to both creative and critical discourse. I inquire into my autobiographical experiences as a poet, researcher, and teacher in the institutional contexts of a Faculty of Education by creating a performance of poetry that seeks to honour…

A Study of Factors Affecting University Professors' Research Output: Perspectives of Taiwanese Professors

ERIC Educational Resources Information Center

Yang, Jason Cheng-Cheng

2017-01-01

Higher education in Taiwan is facing competition and challenges from the macro environment of globalization. Taiwan's key policy direction is enhancing university quality in order to respond to these future trends. Universities' international competitiveness relies on not only faculty members' teaching quality, but also their research performance.…

The Ethics of Multiple Authorship: Power, Performativity and the Gift Economy

ERIC Educational Resources Information Center

Macfarlane, Bruce

2017-01-01

The allocation of authorship credit in academic publication raises complex ethical issues but is comparatively under-researched, particularly in the social sciences. The paper analyses the results of research into attitudes to multiple authorship based on a survey questionnaire of academics working in education faculties in universities in Hong…

The Portable Usability Testing Lab: A Flexible Research Tool.

ERIC Educational Resources Information Center

Hale, Michael E.; And Others

A group of faculty at the University of Georgia obtained funding for a research and development facility called the Learning and Performance Support Laboratory (LPSL). One of the LPSL's primary needs was obtaining a portable usability lab for software testing, so the facility obtained the "Luggage Lab 2000." The lab is transportable to…

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…

Instructional Strategies in Teaching Engineering at a Distance: Faculty Perspective

ERIC Educational Resources Information Center

Ariadurai, S. Anbahan; Manohanthan, Rajalingam

2008-01-01

This paper presents research on a convenience sample of the Open University of Sri Lanka's engineering faculty. Examined in this research are faculty's opinions on the instructional strategies they use to teach engineering courses at a distance. First, this paper details the pedagogical strategies used by the faculty, which is then followed by an…

Faculty Professional Development Focused on Identifying Funding Opportunities: An Interactive Tool

ERIC Educational Resources Information Center

Moore, Alison L.; Reiser, Robert A.; Bradley, Terra W.; Zhao, Weinan

2016-01-01

In an effort to help faculty members learn about and obtain external funding for their research, a team of scholar-practitioners within a College of Education at a large southeastern university developed a database tool that enables faculty to identify grant opportunities aligned with their research interests and provides faculty with easy access…

Hybrid Structures: Faculty Use and Perception of Web-Based Courseware as a Supplement to Face-to-Face Instruction

ERIC Educational Resources Information Center

Woods, Robert; Baker, Jason D.; Hopper, Dave

2004-01-01

The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features…

Job Satisfaction of American Part-Time College Faculty: Results from a National Study a Decade Later

ERIC Educational Resources Information Center

Antony, James Soto; Hayden, Ruby A.

2011-01-01

Earlier research published in this journal examined factors associated with various forms of job satisfaction among part-time faculty, both at four-year institutions and community colleges. This research forwarded conclusions at odds with popular accounts regarding part-time faculty. Specifically, it was demonstrated that part-time faculty were…

Job satisfaction levels of physician assistant faculty in the United States.

PubMed

Graeff, Evelyn C; Leafman, Joan S; Wallace, Lisa; Stewart, Gloria

2014-01-01

Understanding job satisfaction in academia is important in order to recruit and retain faculty. Faculty members with greater job dissatisfaction are more likely to leave than faculty members who are satisfied. Physician assistant (PA) faculty job satisfaction needs to be assessed to determine which job facets are satisfying or dissatisfying. A quantitative descriptive study was done using a Web-based survey sent to PA faculty. The Job Descriptive Index (JDI), a validated survey, was used to measure levels of job satisfaction. The means for each facet were calculated to indicate levels of satisfaction with the job overall, work, supervision, co-workers, pay, promotion, levels of stress, and trustworthiness in management. Correlations were run among demographic factors, salary, and overall job satisfaction. Of the 1,241 PA faculty that received the survey, 239 responses (19.3% response rate) met the criteria for study inclusion. The highest level of satisfaction was with one's co-workers (mean 46.83, range 0 to 54). The promotion facet received the lowest mean level of satisfaction with a 22.2 (range 0 to 54). A small correlation was found between job satisfaction and academic rank (r = -.153, P = .020). Job satisfaction is linked to increased productivity and performance. It is important to understand job satisfaction to make improvements in the appropriate areas. Overall, the results indicate that PA faculty are satisfied with their jobs. Further research is needed to understand the factors that contribute to satisfaction among PA faculty.

2002 NASA-HU Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

DePriest, Douglas J. (Compiler); Murray, Deborah B. (Compiler); Berg, Jennifer J. (Compiler)

2004-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering and science faculty members spend 10 weeks working with professional peers on research. NASA HQs and the American Society for Engineering Education supervise the program. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate an exchange of ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of the participants' institutions; (4) To contribute to the research objectives of the NASA Center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program consisting of lectures and seminars relevant to the Fellows' research.

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

Louisiana NASA EPSCoR Project

NASA Technical Reports Server (NTRS)

Wefel, John P.

2002-01-01

In 1994, the National Aeronautics and Space Administration issued a Cooperative Agreement (CA) to the State of Louisiana, through the Louisiana Board of Regents (BOB), for the performance of scientific research under the Experimental Program to Stimulate Competitive Research (EPSCoR) Project. Originally constructed as a three-year program with an optional two-year follow on, this federal-state partnership culminated on 31 October 2001, including two CA extensions. The total value of the project reached $3.3M in NASA funding, matched by $2.75M in BOB funds, and supplemented by several million dollars in institutional contributions. Three Research Clusters comprised the state-wide research effort coupled with scientific/technical management and a teacher involvement component. The three research clusters addressed the Enterprises of Space Science, Earth Science and Aerospace Technology with research in High Energy Astrophysics, the Global Carbon Cycle, and Propulsion. Ten universities, over two dozen faculty, over 150 students and numerous support personnel were involved. All of the scientific and technical objectives were met or exceeded. In aggregate, the clusters generated about $18M in outside support, better than a 2:1 return on investment (better than 5:1 considering only the NASA investment). Moreover, two of the clusters have advanced to the level of applying for major NSF research center designation. This project was a trial of the model of building research infrastructure through mentoring. While not completely successful, the results at the smaller institutions were, none the less, positive. Faculty were engaged in major research and involved their students. Administrations improved their capabilities to handle grants and contracts. Faculty release time was granted, research space was provided and, in some cases, equipment was made available for the research. Some of the faculty at these schools have remained involved in research and/or formed collaborations for new endeavors, demonstrating that the mentoring model can be successful.

The road to an academic medicine career: a national cohort study of male and female U.S. medical graduates.

PubMed

Andriole, Dorothy A; Jeffe, Donna B

2012-12-01

To explore the relationship between gender and full-time faculty appointment in a national cohort of contemporary U.S. medical school graduates. The authors analyzed deidentified, individual records for the 1998-2004 national cohort of U.S. medical graduates using multivariate logistic regression to identify predictors of full-time faculty appointment through July 2009. They reported adjusted odds ratios (aOR) significant at P < .05. Of 66,889 graduates, 12,038 (18.0%) had held full-time faculty appointments. Among all graduates, women (aOR = 1.21) were more likely than men to have held faculty appointments. Among only male graduates, those who participated in research during college (aOR = 1.08), who entered medical school with greater planned career involvement in research (aOR = 1.08), and who authored/coauthored a research paper during medical school (aOR = 1.12) were more likely, and those with higher debt were less likely (aOR = 0.96), to have held faculty appointments. Among only faculty appointees, higher proportions of men than women had participated in medical school research electives (63.5% [3,899/6,138] versus 54.2% [3,197/5,900]; P < .001) and authored/coauthored research papers during medical school (44.1% [2,707/6,138] versus 33.6% [1,981/5,900]; P < .001); female faculty had reported higher debt at medical school graduation than had male faculty (P = .014). In this national cohort of U.S. medical graduates, women were more likely than men to have held full-time faculty appointments. However, male and female faculty appointees entered academic medicine with different research experiences and debt, possibly impacting their academic medicine career trajectories.

Proposed Model for Translational Research at a Teaching-Intensive College of Pharmacy.

PubMed

Ulrich, Erin; Grady, Sarah; Vonderhaar, Jacqueline; Ruplin, Andrew

2017-08-08

Many American colleges of pharmacy are small, private, teaching institutions. Faculty are required to maintain a research agenda, although the publication quota is less compared with their publicly funded college of pharmacy peers. Faculty at these smaller schools conduct research with very little internal or external funding. This tends to lead to smaller, less impactful research findings. Translational research is becoming popular for research faculty as it bridges theory to practice. The Knowledge-to-Action (KTA) framework presents the steps to conduct translational research. To apply and determine if the KTA framework would be able to produce practice-impactful research at an institution that does not depend on grant funding as part of faculty research agendas. An interdisciplinary team was formed with providers at the clinical faculty's practice site. As the team moved through the KTA steps, authors documented the roles of each team member. It was clear that many different types of teams were formed throughout the KTA process. These teams were then categorized according to the Interdisciplinary Teamwork System. The final result is a proposed model of types of teams and required member roles that are necessary within each KTA step for faculty to conduct practice-impactful research at a small, private, teaching institution without substantial grant funding awards. Applying the KTA framework, two impactful original research manuscripts were developed over two academic years. Furthermore, the practitioners at the clinical faculty member's site were very pleased with the ease of conducting research, as they were never required to take a lead role. In addition, both faculty members alternated lead and support role allowing for a decreased burden of workload while producing theory-driven research. The KTA framework can create a model for translational research and may be particularly beneficial to small teaching institutions to conduct impactful research. Copyright © 2017. Published by Elsevier Inc.

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.

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

PubMed

Thompson, Dennis F; Nahata, Milap C

2012-11-12

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

The Evaluation of Strength Training and Body Plyometric Effects on the Male Basketball Players

ERIC Educational Resources Information Center

Bayram, Metin

2016-01-01

This research evaluated the effects of resistance training with upper body plyometric effects on the performance of male basketball players. Sixteen males in the physical education and sport science faculty of Ataturk University were randomly determined into two groups. The experimental group performed a combined strength and plyometric training…

Development of a Self-Rated Mixed Methods Skills Assessment: The National Institutes of Health Mixed Methods Research Training Program for the Health Sciences.

PubMed

Guetterman, Timothy C; Creswell, John W; Wittink, Marsha; Barg, Fran K; Castro, Felipe G; Dahlberg, Britt; Watkins, Daphne C; Deutsch, Charles; Gallo, Joseph J

2017-01-01

Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a self-rated mixed methods skills assessment and provide validity evidence. The instrument taps six research domains: "Research question," "Design/approach," "Sampling," "Data collection," "Analysis," and "Dissemination." Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using the Cronbach alpha to assess reliability and an analysis of variance that compared a mixed methods experience index with assessment scores to assess criterion relatedness. Internal consistency reliability was high for the total set of items (0.95) and adequate (≥0.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (eg, published a mixed methods article) rated themselves as more skilled, which was statistically significant across the research domains. This self-rated mixed methods assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning.

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

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1992

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1992-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center.

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

PubMed

Mancuso, Josephine M

2009-06-01

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

Research productivity among faculty members at medical and health schools in Saudi Arabia. Prevalence, obstacles, and associated factors.

PubMed

Alghanim, Saad A; Alhamali, Rashid M

2011-12-01

To identify the prevalence, factors and obstacles affecting research productivity among academic staff at medical and health colleges in the Kingdom of Saudi Arabia. This cross-sectional survey employed self-administered questionnaires to collect data on faculty members' profile, research activities, and obstacles impeding research productivity. The questionnaires were distributed randomly to 500 faculty members, of which 389 (77.8%) completed the questionnaire at 10 medical and health colleges during January to April 2011. The data were analyzed and presented in a descriptive fashion. Only 150 (38.6%) respondents reported published work in the past 2 years. Of these, 80% indicated sole-authors research and around a quarter (26%) reported co-authors work. Males and young faculty members were more likely to publish research than their counterparts. Faculty members who reported involvement in administrative activities were less likely to publish. Those who reported supervising postgraduate students or had attained training on research methods were more likely to produce research. Respondents perceived that lack of time, lack of research assistants, lack of funds for research, and being busy with teaching load were the most cited obstacles impeding research productivity. Understanding factors and barriers impeding research productivity is a prerequisite for interventions that are directed to promote health services research among faculty members in medical schools.

Outreach to Science Faculty and Students through Research Exhibitions

ERIC Educational Resources Information Center

Chan, Tina; Hebblethwaite, Chris

2014-01-01

Penfield Library at the State University of New York at Oswego (SUNY Oswego) has a gallery exhibit space near the front entrance that is used to showcase student-faculty research and art class projects. This article features the library's outreach efforts to science faculty and students through research exhibitions. The library held an exhibition…

The 1982 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1982-01-01

A NASA/ASEE Summer Faculty Fellowship Research Program was conducted to further the professional knowledge of qualified engineering and science faculty members, to stimulate an exchange of ideas between participants and NASA, to enrich and refresh the research and teaching activities of participants' institutions, and to contribute to the research objectives of the NASA Centers.

Raising the Bar on External Research Funding: Infrastructure and Strategies for Enhancing Faculty Productivity

ERIC Educational Resources Information Center

Chval, Kathryn B.; Nossaman, Larry D.

2014-01-01

Administrators seek faculty who have the expertise to secure external funding to support their research agenda. Administrators also seek strategies to support and enhance faculty productivity across different ranks. In this manuscript, we describe the infrastructure we established and strategies we implemented to enhance the research enterprise at…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Faculty Challenges and Barriers for Research and Publication in Tajik Higher Education

ERIC Educational Resources Information Center

Kataeva, Zumrad; DeYoung, Alan J.

2018-01-01

This article investigates the current state of faculty research activity within Tajik higher education institutions (HEIs), where the level of research productivity has substantially decreased in the past three decades. As part of a larger ethnographic study on professional lives of Tajik faculty members, we investigated and found enormous…

Love and Hate in University Technology Transfer: Examining Faculty and Staff Conflicts and Ethical Issues

ERIC Educational Resources Information Center

Hamilton, Clovia; Schumann, David

2016-01-01

With respect to university technology transfer, the purpose of this paper is to examine the literature focused on the relationship between university research faculty and technology transfer office staff. We attempt to provide greater understanding of how research faculty's personal values and research universities' organization values may differ…

Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members

ERIC Educational Resources Information Center

McIntyre, Laureen J.; Hellsten, Laurie-Ann M.

2014-01-01

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were…

2002 Research Reports: NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

2002-01-01

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

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.

Faculty as Learners: Developing Thinking Communities

ERIC Educational Resources Information Center

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

2012-01-01

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

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…

A Study of the Relationship between Key Factors of Academic Innovation and Faculties' Teaching Goals--The Mediatory Role of Knowledge

ERIC Educational Resources Information Center

Mohammadi, Mehdi; Marzooghi, Rahmatullah; Dehghani, Fatemeh

2017-01-01

The following research tries to study the Relationship between key factors of academic innovations and faculties' teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Downside of Relying on Research Outputs to Assess Business Faculty Performance: Comments from Down Under regarding "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator"

ERIC Educational Resources Information Center

Chapman, Ross L.

2012-01-01

This commentary presents an Australian perspective on Balkin and Mello's "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator." It addresses one particularly important aspect of the separation of teaching and research in business schools; namely, the increasing dominance of…

Mentoring undergraduate students in neuroscience research: a model system at baldwin-wallace college.

PubMed

Mickley, G Andrew; Kenmuir, Cynthia; Remmers-Roeber, Dawn

2003-01-01

As neuroscience research and discovery undergoes phenomenal growth worldwide, undergraduate students are seeking complete laboratory experiences that go beyond the classic classroom curriculum and provide mentoring in all aspects of science. Stock, in-class, laboratory experiences with known outcomes are less desirable than discovery-based projects in which students become full partners with faculty in the design, conduct and documentation of experiments that find their way into the peer-reviewed literature. The challenges of providing such experiences in the context of a primarily undergraduate institution (PUI) can be daunting. Faculty teaching loads are high, and student time is spread over a variety of courses and co-curricular activities. In this context, undergraduates are often reluctant, or ill equipped, to take individual initiative to generate and perform empirical studies. They are more likely to become involved in a sustained, faculty-initiated research program. This paper describes such a program at Baldwin-Wallace College. Students frequently start their laboratory activities in the freshman or sophomore year and enter into a system of faculty and peer mentoring that leads them to experience all aspects of the research enterprise. Students begin with learning basic laboratory tasks and may eventually achieve the status of "Senior Laboratory Associate" (SLA). SLAs become involved in laboratory management, training of less-experienced students, manuscript preparation, and grant proposal writing. The system described here provides a structured, but encouraging, community in which talented undergraduates can develop and mature as they are mentored in the context of a modern neuroscience laboratory. Retention is very good - as most students continue their work in the laboratory for 2-3 years. Student self-reports regarding their growth and satisfaction with the experiences in the laboratory have been excellent and our neuroscience students' acceptance rate in graduate, medical and veterinary schools has been well above the College average. The system also fosters faculty productivity and satisfaction in the context of the typical challenges of conducting research at a PUI.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1991-01-01

In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spent 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. The objects were the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA center.

The ASEE-University of Maryland-Catholic University-NASA summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Morakis, J. C. (Compiler)

1970-01-01

University faculty members go to Goddard for a period, often weeks, during which they engage actively in research and at the same time participate in seminars related to their research. The objectives of this program are: (1) stimulation of schools to become interested in the research problems confronting Goddard; (2) creation of interest of the university faculty to continue their research after completing the formal program; (3) stimulation of people through associations with the university faculty and through participation in the program's seminars; and (4) establishment of closer ties with the universities.

The Geoscience Diversity Enhancement Program (GDEP): A Model for Faculty and Student Engagement in Urban Geoscience Research

NASA Astrophysics Data System (ADS)

Ambos, E. L.; Lee, C.; Behl, R.; Francis, R. D.; Holk, G.; Larson, D.; Rodrigue, C.; Wechsler, S.; Whitney, D.

2004-12-01

For the past three years (2002-2004) faculty in the departments of geological sciences, geography, and anthropology at California State University, Long Beach have joined to offer an NSF-funded (GEO-0119891) eight-week summer research experience to faculty and students at Long Beach area high schools and community colleges. GDEP's goal is to increase the numbers of students from underrepresented groups (African-American, Hispanic, American Indian, Pacific Islander, and disabled) enrolling in baccalaureate degree programs in the geosciences. The major strategies to achieve this goal all tie to the concept of research-centered experiences, which might also be termed inquiry-based instruction. More than fifteen (15) separate and diverse geoscience research studies have been conducted. These include such disparate topics as geochemical studies of fault veins, GPS/GIS surveys of vegetation patterns for fire hazard assessment, and seismic studies of offshore fault systems. As the program has matured, research projects have become more interdisciplinary, and faculty research teams have expanded. Whereas the first year, each CSULB faculty member tended to lead her/his project as a separate endeavor, by the third summer, faculty were collaborating in research teams. Several projects have involved community-based research, at sites within an hour's drive from the urban Long Beach campus. For example, last summer, four faculty linked together to conduct a comprehensive geography and geology study of an Orange County wilderness area, resulting in creation of maps, brochures, and websites for use by the general public. Another faculty group conducted geophysical surveys at an historic archaeological site in downtown Los Angeles, producing maps of underground features that will be incorporated into a cultural center and museum. Over the past three summers, the program has grown to involve more than 25 high school and community college students, and more than 30 CSULB, high school, and community college faculty. Although GDEP's real legacy will ultimately be understood by longitudinal study of program participants, initial evaluation efforts provide some generalizable lessons. Students cite the benefits of "hands-on" research, fieldwork, and the opportunity to work one-on-one with faculty. Many students state in post-program interviews that GDEP caused them to aspire to graduate study: the rigorous GDEP research environment appears to build student confidence. The high school and community college faculty describe program benefits in terms of widening their knowledge both of how to use geoscience research as a centerpiece in instruction, and how to incorporate discussions of geoscience careers in student advising. Through GDEP, CSULB faculty have developed their abilities to work in interdisciplinary teams, to meld research with instruction, and to mentor students from diverse backgrounds and abilities.

Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

PubMed

Adwan, Jehad

2016-06-01

The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions. Items were rated from 1 (did not contribute) to 5 (outstanding contribution) in addition to NA when one activity did not apply. The self and peer evaluation process was conducted twice: once after group assignment 1 and once after group assignment 2. The group assignments final products were done in the form of VoiceThread online presentations that were shared with the rest of the class reflecting the groups' work on a health informatics topic of interest. Data collected as the students completed self and peer evaluations for group assignments 1 and 2. Also, optional comments regarding member performance were collected to add contextual information in addition to ratings. Students received credit for completing the peer evaluations and the grade for the particular assignment was affected by their performance based on peer evaluations of their contributions. Students' peer evaluations showed in a color-coded spreadsheet which enabled the course faculty to view real time results of students' ratings after each assignment. The faculty provided timely and tailored feedback to groups or individuals as needed, using positive feedback and commending high performance while urging struggling individual students and groups to improve lower ratings in specific areas. Comparing evaluations of both assignments, there were statistically significant improvements among all students. The mean scores of the entire sample were skewed toward the higher end of the scale, suggesting an overall high performance group. However, analysis of the lower performing individuals showed consistent and statistically significant improvements in all areas of the evaluation criteria. Anonymous peer evaluation activities and timely faculty feedback in e-Learning environment can be a useful tool to faculty to improve group performance over time by engaging the learners within their groups. Peer evaluations provided real time view of group mid-semester formative evaluations that allowed the faculty to provide timely and tailored feedback on student performance which allowed for better outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

2000 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend ten weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend ten weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry. A list of the abstracts of the presentations is provided.

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1995-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The fellows will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

Photonics and other approaches to high speed communications

NASA Technical Reports Server (NTRS)

Maly, Kurt

1992-01-01

Our research group of 4 faculty and about 10-15 graduate students was actively involved (as a group) in the development of computer communication networks for the last five years. Many of its individuals have been involved in related research for a much longer period. The overall research goal is to extend network performance to higher data rates, to improve protocol performance at most ISO layers and to improve network operational performance. We briefly state our research goals, then discuss the research accomplishments and direct your attention to attached and/or published papers which cover the following topics: scalable parallel communications; high performance interconnection between high data rate networks; and a simple, effective media access protocol system for integrated, high data rate networks.

Faculty and Student Teams and National Laboratories: Expanding the Reach of Research Opportunities and Workforce Development

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

Blackburn,N.; White, K.; Stegman, M.

The Faculty and Student Teams (FaST) Program, a cooperative effort between the US Department of Energy (DOE) Office of Science and the National Science Foundation (NSF), brings together collaborative research teams composed of a researcher at Brookhaven National Laboratory, and a faculty member with two or three undergraduate students from a college or university. Begun by the Department of Energy in 2000 with the primary goal of building research capacity at a faculty member's home institution, the FaST Program focuses its recruiting efforts on faculty from colleges and universities with limited research facilities and those institutions that serve populations under-representedmore » in the fields of science, engineering and technology, particularly women and minorities. Once assembled, a FaST team spends a summer engaged in hands-on research working alongside a laboratory scientist. This intensely collaborative environment fosters sustainable relationships between the faulty members and BNL that allow faculty members and their BNL colleagues to submit joint proposals to federal agencies, publish papers in peer-reviewed journals, reform local curriculum, and develop new or expand existing research labs at their home institutions.« less

The Effect of Technical Performance on Patient Outcomes in Surgery: A Systematic Review.

PubMed

Fecso, Andras B; Szasz, Peter; Kerezov, Georgi; Grantcharov, Teodor P

2017-03-01

Systematic review of the effect of intraoperative technical performance on patient outcomes. The operating room is a high-stakes, high-risk environment. As a result, the quality of surgical interventions affecting patient outcomes has been the subject of discussion and research for years. MEDLINE, EMBASE, PsycINFO, and Cochrane databases were searched. All surgical specialties were eligible for inclusion. Data were reviewed in regards to the methods by which technical performance was measured, what patient outcomes were assessed, and how intraoperative technical performance affected patient outcomes. Quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Of the 12,758 studies initially identified, 24 articles (7775 total participants) were ultimately included in this review. Seventeen studies assessed the performance of the faculty alone, 2 assessed both the faculty and trainees, 1 assessed trainees alone, and in 4 studies, the level of the operating surgeon was not specified. In 18 studies, a performance assessment tool was used. Patient outcomes were evaluated using intraoperative complications, short-term morbidity, long-term morbidity, short-term mortality, and long-term mortality. The average MERSQI score was 11.67 (range 9.5-14.5). Twenty-one studies demonstrated that superior technical performance was related to improved patient outcomes. The results of this systematic review demonstrated that superior technical performance positively affects patient outcomes. Despite this initial evidence, more robust research is needed to directly assess intraoperative technical performance and its effect on postoperative patient outcomes using meaningful assessment instruments and reliable processes.

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

PubMed

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

2016-01-01

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

Lessons Learned by a Faculty Member Working in an Education Doctorate Program with Students Performing Action Research

ERIC Educational Resources Information Center

Zambo, Debby; Isai, Shelley

2012-01-01

This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as signature pedagogy and capstone experience. To contextualize action research in this program, a brief introduction as to how it fits into its mission, goals, and needs is provided. Although this fit carries promises,…

An Examination of Postsecondary Faculty and the Extent of Critical Reading Taught in 100-Level Introductory Biology and American History Courses in Publicly Funded Two-Year and Four-Year Pennsylvania Institutions

NASA Astrophysics Data System (ADS)

Sand, Dianna

This research examined the responses of postsecondary faculty on a critical reading inventory. The research is quantitative, non-experimental, and incorporates a multiple regression model in the analyses. Three research questions guided this study: (1) By institution type: To what degree does institution type predict the extent to which postsecondary faculty teach critical reading as measured by the Reading Goals Inventory (Jones, 1996)? (2) By faculty status: To what degree does faculty status predict the extent to which postsecondary faculty teach critical reading as measured by the Reading Goals Inventory (Jones, 1996)? (3) By disciplinary area: To what degree does disciplinary area predict the extent to which postsecondary faculty teach critical reading as measured by the Reading Goals Inventory (Jones, 1996)? Faculty from 28 Pennsylvania postsecondary institutions participated in this study. Faculty respondents taught 100-level introductory biology or American history courses either part-time or full-time at Pennsylvania community colleges or Pennsylvania State System of Higher Education (PASSHE) universities. Fifty-four faculty respondents completed the Reading Goals Inventory (Jones, 1996). The researcher conducted multiple regression analyses using a hierarchical method. Predictor variables included Institution Type, Faculty Status, and Disciplinary Area; criterion or outcome variables included seven sub-scales of the critical reading inventory. In this study, Institution Type and Faculty Status were not significant predictors. Disciplinary Area was a consistent significant predictor of the amount of critical reading taught as measured in the Interpretation, Analysis, Evaluation, and Reflection sub-scales of the Reading Goals Inventory (Jones, 1996).

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

ERIC Educational Resources Information Center

McDowell, Earl E.

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

Women in STEM: The Effect of Undergraduate Research on Persistence

NASA Astrophysics Data System (ADS)

Wilker, Jodi

The underrepresentation of women in science, technology, engineering, and math (STEM) careers constitutes a major issue in postsecondary science education. Perseverance of women in STEM is linked to a strong science identity. Experiential learning activities, such as undergraduate research, increase science identity and thus should help keep women in STEM. Most studies on research program development are from 4-year institutions, yet many women start at community colleges. The goal of this study was to fill this gap. Science identity and experiential learning theories provided the framework for this case study at a local institution (LECC). Semistructured interviews determined college science faculty and administrators perceptions of advantages and disadvantages of undergraduate research, the viability of developing a research program, and specific research options feasible for LECC. Transcripted data were analyzed through multiple rounds of coding yielding five themes: faculty perception of undergraduate research, authentic experiences, health technologies/nursing programs, LECC students career focus, and the unique culture at LECC. The most viable type of undergraduate research for LECC is course-based and of short timeframe. The project study advocates the use of citizen science (CS) studies in the classroom as they are relatively short-term and can take the place of lab sessions. The true benefit is that students perform authentic science by contributing to an actual scientific research project. CS projects can effect social change by developing science literate citizens, empowering faculty to create authentic learning experiences, and by sparking interest in science and directing women into STEM careers.

Influencing Academic Motivation: The Effects of Student-Faculty Interaction

ERIC Educational Resources Information Center

Trolian, Teniell L.; Jach, Elizabeth A.; Hanson, Jana M.; Pascarella, Ernest T.

2016-01-01

Using data from the Wabash National Study of Liberal Arts Education, we examined the influence of student-faculty interactions on student academic motivation over 4 years of college. Results suggest that several forms of student-faculty interaction, such as quality of faculty contact, frequency of faculty contact, research with faculty, personal…

Burnout and Quality of Life among Healthcare Research Faculty

ERIC Educational Resources Information Center

Enders, Felicity; West, Colin P.; Dyrbye, Liselotte; Shanafelt, Tait D.; Satele, Daniel; Sloan, Jeff

2015-01-01

Burnout is increasingly recognized as a problem in the workplace--30% to 50% of physicians experience burnout, but no assessment of burnout has been done among healthcare research faculty. A cross-sectional survey of burnout, quality of life, and related factors was sent to all doctoral-level faculty in a large department of healthcare research.…

Collaboration in the Research and Scholarship of Feminist Women Faculty. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Dickens, Cynthia Sullivan

This study used qualitative research to develop a richer description and deeper understanding of the collaborative process among 26 feminist women faculty. The participants were all on the faculty full-time at two research universities in the Midwest and espoused feminism as evidenced by their formal association with women's studies programs. In…

Growing Lemon Trees from Lemons: Lessons Reaped from a SoTL Faculty Learning Community's Research "Failures"

ERIC Educational Resources Information Center

Dich, Linh; Brown, Karen M.; Kuznekoff, Jeff H.; Conover, Theresa; Forren, John P.; Marshall, Janet

2017-01-01

Failure can be central to faculty research; however, failure produces a vehicle for learning. Through an interdisciplinary faculty community, the authors supported each other in facing, learning from, and overcoming "failed" aspects of research projects. This article reports obstacles encountered in conducting Scholarship of Teaching and…

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

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1997-01-01

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

The Views of the Classroom Teacher Candidates Related to the Environmental Science Course and the Environmental Sensibility

ERIC Educational Resources Information Center

Yenice, Nilgun; Saracaloglu, A. Seda; Karacaoglu, O. Cem

2008-01-01

This research has been performed to determine the effects of the "Environmental Science Course" within the curriculum of Classroom Teacher Program in Education Faculty on the environmental sensibilities of the students, and the ideas of the students related to the effectiveness of their environmental education. The research has been…

Are university rankings useful to improve research? A systematic review.

PubMed

Vernon, Marlo M; Balas, E Andrew; Momani, Shaher

2018-01-01

Concerns about reproducibility and impact of research urge improvement initiatives. Current university ranking systems evaluate and compare universities on measures of academic and research performance. Although often useful for marketing purposes, the value of ranking systems when examining quality and outcomes is unclear. The purpose of this study was to evaluate usefulness of ranking systems and identify opportunities to support research quality and performance improvement. A systematic review of university ranking systems was conducted to investigate research performance and academic quality measures. Eligibility requirements included: inclusion of at least 100 doctoral granting institutions, be currently produced on an ongoing basis and include both global and US universities, publish rank calculation methodology in English and independently calculate ranks. Ranking systems must also include some measures of research outcomes. Indicators were abstracted and contrasted with basic quality improvement requirements. Exploration of aggregation methods, validity of research and academic quality indicators, and suitability for quality improvement within ranking systems were also conducted. A total of 24 ranking systems were identified and 13 eligible ranking systems were evaluated. Six of the 13 rankings are 100% focused on research performance. For those reporting weighting, 76% of the total ranks are attributed to research indicators, with 24% attributed to academic or teaching quality. Seven systems rely on reputation surveys and/or faculty and alumni awards. Rankings influence academic choice yet research performance measures are the most weighted indicators. There are no generally accepted academic quality indicators in ranking systems. No single ranking system provides a comprehensive evaluation of research and academic quality. Utilizing a combined approach of the Leiden, Thomson Reuters Most Innovative Universities, and the SCImago ranking systems may provide institutions with a more effective feedback for research improvement. Rankings which extensively rely on subjective reputation and "luxury" indicators, such as award winning faculty or alumni who are high ranking executives, are not well suited for academic or research performance improvement initiatives. Future efforts should better explore measurement of the university research performance through comprehensive and standardized indicators. This paper could serve as a general literature citation when one or more of university ranking systems are used in efforts to improve academic prominence and research performance.

Summer faculty fellowship program, 1984

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1984-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of a qualified between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellow's research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

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

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

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

An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions.

PubMed

Sens, Donald A; Cisek, Karen L; Conway, Pat; Doze, Van A

2017-09-01

This study documents the efforts of the North Dakota (ND) IDeA Networks of Biomedical Research Excellence (INBRE) program to assist in the development of undergraduate research programs at four state-supported primarily undergraduate institutions (PUIs) in ND. The study was initiated in the 2004-2005 academic year and continues to the present. The study shows that gaining initial institutional support for undergraduate research was assisted by providing salary support for faculty involved in undergraduate research. Once research was ongoing, each institution evolved their own unique plan for the use of support from the ND INBRE. Undergraduate student researchers have prepared, presented, and defended their research results on 188 unique posters since initiation of the program, with many posters being presented at more than one meeting. PUI faculty have authored 35 peer-reviewed manuscripts. Evaluation has shown that over 95% of the undergraduate students performing research matriculated with their bachelor's degree. Career choices of 77.2% of these graduates was determined, and 37% pursued a career in the health professions. Of the students not pursuing a post-baccalaureate degree, 81.2% chose careers directly linked to science. The study reinforces the concept that undergraduate research can be performed directly on the PUI campus and be of value in preparing the next generation of health professionals in research, service, and teaching. Copyright © 2017 the American Physiological Society.

Securing Valid Information for Evaluation of Job Performance of the University Faculty.

ERIC Educational Resources Information Center

Donavan, Bruce

Approaches to obtaining valid information for evaluating faculty and the issue of alcoholism and job performance are addressed. Among the complications to this undertaking is the existence of an invalid self-perception on the part of faculty that they are not employees of the institution, and a tolerance among faculty for deviance or eccentricity.…

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

PubMed

Cook, David A; Steinert, Yvonne

2013-11-01

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

Research-based resources on PhysPort

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2017-01-01

PhysPort (http://physport.org) is a website that supports physics faculty in implementing research-based teaching practices in their classrooms. We provide expert recommendations and practical information about teaching methods and assessment. The PhysPort Data Explorer is an intuitive online tool for physics faculty to analyze their assessment data. Faculty upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive and intuitive manner. The Periscope collection on Physport brings together classroom video of students working groups with professional development materials for faculty, pre-service teachers, and learning assistants. To support PhysPort's development efforts, we conduct research on faculty needs around teaching and assessment, secondary analysis of published PER studies, and primary analysis of assessment data. In this talk, I'll introduce some of PhysPort's research-based resources and the research results which support them.

Marshall Space Flight Center Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Six, N. F. (Compiler)

2015-01-01

The Faculty Fellowship program was revived in the summer of 2015 at NASA Marshall Space Flight Center, following a period of diminished faculty research activity here since 2006 when budget cuts in the Headquarters' Education Office required realignment. Several senior Marshall managers recognized the need to involve the Nation's academic research talent in NASA's missions and projects to the benefit of both entities. These managers invested their funds required to establish the renewed Faculty Fellowship program in 2015, a 10-week residential research involvement of 16 faculty in the laboratories and offices at Marshall. These faculty engineers and scientists worked with NASA collaborators on NASA projects, bringing new perspectives and solutions to bear. This Technical Memorandum is a compilation of the research reports of the 2015 Marshall Faculty Fellowship program, along with the Program Announcement (appendix A) and the Program Description (appendix B). The research touched on seven areas-propulsion, materials, instrumentation, fluid dynamics, human factors, control systems, and astrophysics. The propulsion studies included green propellants, gas bubble dynamics, and simulations of fluid and thermal transients. The materials investigations involved sandwich structures in composites, plug and friction stir welding, and additive manufacturing, including both strength characterization and thermosets curing in space. The instrumentation projects involved spectral interfero- metry, emissivity, and strain sensing in structures. The fluid dynamics project studied the water hammer effect. The human factors project investigated the requirements for close proximity operations in confined spaces. Another team proposed a controls system for small launch vehicles, while in astrophysics, one faculty researcher estimated the practicality of weather modification by blocking the Sun's insolation, and another found evidence in satellite data of the detection of a warm-hot intergalactic medium filament. Our goal is to continue the Faculty Fellowship effort with Center funds in succeeding summers.

Social Media and Mentoring in Biomedical Research Faculty Development.

PubMed

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2014-09-01

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

The Gender and Race-Ethnicity of Faculty in Top Science and Engineering Research Departments

NASA Astrophysics Data System (ADS)

Beutel, Ann M.; Nelson, Donna J.

This study examines the gender and racial-ethnic composition of faculty in top research departments for science and engineering "S-E - disciplines. There are critical masses of at least 15% women in top research departments in biological sciences, psychology, and social sciences but not in physical sciences and engineering. Blacks and Hispanics together make up only 4.1% of the faculty in our study. Black and Hispanic females are the most poorly represented groups; together, they make up only 1% of the faculty in top S-E research departments. For most S-E disciplines, less than 15% of full professors in top research departments are women or non-Whites.

2004-05 Performance Year Ratings Impacting Fiscal Year 2005-06. Clemson University. Sector: Research Institutions

ERIC Educational Resources Information Center

South Carolina Commission on Higher Education, 2005

2005-01-01

This series of documents contains performance scoring information for 2004-2005 for individual institutions of higher education in South Carolina. This information is used in establishing 2005-2006 fiscal year allocations. Data includes: (1) Degrees Awarded; (2) Enrollment; (3) Average SAT score; (4) Faculty; (5) Tuition; and (6) Financial…

2004-05 Performance Year Ratings Impacting Fiscal Year 2005-06. University of South Carolina Columbia. Sector: Research Institutions

ERIC Educational Resources Information Center

South Carolina Commission on Higher Education, 2005

2005-01-01

This series of documents contains performance scoring information for 2004-2005 for individual institutions of higher education in South Carolina. This information is used in establishing 2005-2006 fiscal year allocations. Data includes: (1) Degrees Awarded; (2) Enrollment; (3) Average SAT score; (4) Faculty; (5) Tuition; and (6) Financial…

2004-05 Performance Year Ratings Impacting Fiscal Year 2005-06. Medical University of South Carolina. Sector: Research Institutions

ERIC Educational Resources Information Center

South Carolina Commission on Higher Education, 2005

2005-01-01

This series of documents contains performance scoring information for 2004-2005 for individual institutions of higher education in South Carolina. This information is used in establishing 2005-2006 fiscal year allocations. Data includes: (1) Degrees Awarded; (2) Enrollment; (3) Average SAT score; (4) Faculty; (5) Tuition; and (6) Financial…

Recent development in blast performance of fiber-reinforced concrete

NASA Astrophysics Data System (ADS)

Hajek, R.; Foglar, M.; Kohoutkova, A.

2017-09-01

The paper presents an overview of the recent development in blast performance of fiber reinforced concrete. The paper builds on more than ten years’ history of the research in this field by the team of the Department of Concrete and Masonry Structures of the Faculty of Civil Engineering of the Czech Technical University in Prague.

Postdoctorals vs. Non-Postdoctorals: Career Performance Differentials Within Academic Medicine.

ERIC Educational Resources Information Center

Fribush, Stuart L.; Larson, Thomas A.

The research methodology developed in this paper was intended to shed some light on the question of career performance differentials within academic medicine between persons who have undergone postdoctoral training and those who have not. Compared were two groups of medical school faculty members (including M. D.'s and Ph.D.'s). One group included…

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

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

PubMed

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

2017-06-01

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

To Heaven or Hell: Sensemaking about Why Faculty Leave

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Lounder, Andrew; Campbell, Corbin M.

2014-01-01

This article analyzes sensemaking about faculty departure among administrators, faculty colleagues, and faculty leavers in one research university. A mixed methods database was analyzed to reveal four dominant explanations for faculty departure and two influences on sensemaking. Dominant explanations included better opportunities, the likelihood…

A framework for promoting scholarship productivity in occupational therapy curricula.

PubMed

Scott, P J; Justiss, M J; Schmid, A A; Fisher, T F

2013-01-01

This paper describes a curricular model to support the production of quality research and development of occupational therapy professional students, prepared to become leaders in the production and utilization of evidence for practice. This model is designed for programs with faculty challenged by the dual mandate of program excellence and expectations for scholarly productivity needed for tenure and promotion: typically programs at research universities. The essence of the model is the paralleling of research and competencies for clinical practice where faculty and students participate as a community of scholars. It is based on the literature that addresses the tensions between achieving excellence in research and scholarly productivity, and excellence in teaching. The experience of one university with this model over a five-year period of time is shared with the student-faculty productivity outcomes. These outcomes include dissemination of 55 collaborative peer reviewed products and faculty has generated support for 25 paid graduate assistantships. The combination of student outcomes and faculty support for their research has strengthened the ability of the faculty to excel in meeting the University mandate of scholarship while providing a high quality professional educational program.

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

PubMed

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

2014-07-01

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

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

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Community engagement: outcomes for occupational therapy students, faculty and clients.

PubMed

Schindler, Victoria P

2014-06-01

Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research. Copyright © 2014 John Wiley & Sons, Ltd.

ASHE Reader on Faculty and Faculty Issues in Colleges and Universities.

ERIC Educational Resources Information Center

Finkelstein, Martin J., Ed.

The academic profession is discussed in 25 articles that cover: the current status of the professoriate, the faculty culture and nature of the career, teaching/research roles, women and minority faculty, part-time and two-year college faculty, and faculty development/evaluation. The book is intended as a reader for students in graduate programs in…

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

ERIC Educational Resources Information Center

Bland, Carole J.; Bergquist, William H.

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

Each to Their Own CURE: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach a CURE†

PubMed Central

Shortlidge, Erin E.; Bangera, Gita; Brownell, Sara E.

2017-01-01

Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to both student and faculty-centered themes. We found that intangible themes were prevalent, and that there were significant differences in the emphasis on tangible themes for faculty who have developed their own independent CUREs when compared with faculty who implement pre-developed, national CUREs. We focus our results on the similarities and differences among the perspectives of faculty who teach these two different CURE types and explore trends among all participants. The results of this work highlight the need for considering a multi-dimensional framework to understand, promote, and successfully implement CUREs. PMID:28656071

Post-vision and change: do we know how to change?

PubMed

D'Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."

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

PubMed

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

2017-02-01

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

Foreign-Born Women Faculty Work Roles and Productivity at Research Universities in the United States

ERIC Educational Resources Information Center

Mamiseishvili, Ketevan

2010-01-01

Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members' work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest…

A Case Study of Faculty Development Programs in Division I Research Institution Colleges: The Perspective of the Program Administrators

ERIC Educational Resources Information Center

FitzSimmons, Jason

2010-01-01

The purpose of this study was to investigate faculty development from the perspectives of program administrators in different colleges of a Division I research institution. The participants were administrators of faculty development programs from eight different colleges at the institution. The research questions were (a) How do the administrators…

Exploring the Experiences of Faculty-Led Teams in Conducting Action Research

ERIC Educational Resources Information Center

Zhang, Qi; Amundsen, Cheryl

2015-01-01

Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members' in-depth experience about what they learned and how they…

Research Reports: 1989 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1989-01-01

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

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.

Implementing the recommended curriculum in biochemistry and molecular biology at a regional comprehensive university through a biology/chemistry double major: The minnesota state university moorhead experience*.

PubMed

Wallert, Mark; Brisch, Ellen; Chastain, Chris; Malott, Michelle; Provost, Joseph

2004-05-01

Minnesota State University Moorhead (MSUM) is a regional comprehensive university that is part of the Minnesota State Colleges and Universities (MnSCU) system. The current student population consists of ∼7,600 full- and part-time students who are enrolled in one of 135 majors that lead to baccalaureate degrees. MSUM is committed to excellence in science teaching and research for undergraduates. It is an institutional member of the Council on Undergraduate Research and has three faculty members participating in Project Kaleidoscope (PKAL) Faculty for the 21st Century. Fourteen years ago, MSUM renewed its effort to have faculty participate in active research. All science faculty members hired since that time have been required to establish research programs. The primary purpose for the faculty engaging in ongoing research projects is to involve undergraduates in a meaningful research experience, thus training these students to become scientists. Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.

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

PubMed

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

2011-02-01

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

A study of college faculty implementing the Statewide Systemic Initiative reform of K--8 science and mathematics teaching

NASA Astrophysics Data System (ADS)

Nanney, Susan Rupp

This three case qualitative study of faculty found that successful implementation of reform teaching practices aligned with strong leadership, time on task for both faculty and teachers, sufficient resources, and a culture oriented towards teaching and learner-centered approaches requiring products which can be assessed by the learners as well as the faculty and public. This study was conducted with faculty from a large public research university, a medium sized public teaching university, and a smaller selective public college. The results were predicted by modified version of Fullan's model (1991), which previously had only been applied to K--12 teachers. Unanticipated results were that the teaching university and college were so much more effective in modeling specified strategies for the teachers than the research university faculty. The cultures of the three institutions would promote this result as time on task is key, and research faculty face conflicts in spending adequate time on a program grant which draws them away from research and publication. The typical qualitative techniques of structured interview, observations, and study of documents were used. The cases were studied in the context of drawing useful conclusions for the direction of large scale, government sponsored efforts to improve the teaching of science and mathematics, based on the experiences of the National Science Foundation reforms of the early 1960's. The results for student performance from a large sample of students of State-wide Systemic Initiative trained teachers vs. students of non-trained teachers on state designed tests of science and mathematics were mixed (Horizon, 1997) and not as positive as hoped. Such test data is unavailable for individual sites. The teachers were not pre and post tested for content knowledge. The external evaluator recognized that some sites were considerably stronger than others and suggested that workshops be organized by the stronger sites to display what they were doing to improve the weaker sites, but this suggestion was not implemented. The State SSI has advocated a training time of 120 hours per teacher which appears to be inadequate for the average teacher. Mentor teachers who had received 240--480 hours of training through supplemental NSF funds became impressive examples of reform.

Reinvesting in Geosciences at Texas A&M University in the 21st Century

NASA Astrophysics Data System (ADS)

Cifuentes, L. A.; Bednarz, S. W.; Miller, K. C.

2009-12-01

The College of Geosciences at Texas A&M University is implementing a three-prong strategy to build a strong college: 1) reinvesting in signature areas, 2) emphasizing environmental programs, and 3) nurturing a strong multi-disciplinary approach to course, program and research development. The college is home to one of the most comprehensive concentrations of geosciences students (837), faculty (107) and research scientists (32) in the country. Its departments include Atmospheric Sciences, Geography, Geology & Geophysics, and Oceanography. The college is also home to three major research centers: the Integrated Ocean Drilling Program, the Geochemical and Environmental Research Group, and the Texas Sea Grant College Program. During the 1990’s the college experienced a 20 percent loss in faculty when allocation of university funds was based primarily on student credit hour production while research expenditures were deemphasized. As part of Texas A&M University President Robert Gates’ Faculty Reinvestment and the college’s Ocean Drilling and Sustainable Earth Sciences hiring programs, 31 faculty members were hired in the college from 2004 through 2009, representing a significant investment-2.2 million in salaries and 4.6 million in start-up. Concurrent improvements to infrastructure and services important to signature programs included $3.0 million for radiogenic isotope and core imaging facilities and the hiring of a new Director of Student Recruitment. In contrast to faculty hiring in previous decades, the expectation of involvement in multi-disciplinary teaching, learning and research was emphasized during this hiring initiative. Returns on investments to date consist of growth in our environmental programs including new multidisciplinary course offerings, generation of a new research center and significant increases in student enrollment, research expenditures, and output of research and scholarly works. Challenges ahead include providing adequate staff support for the increasing numbers of faculty members, research staff and students, developing effective and sustainable faculty mentoring programs, and managing interdisciplinary programs and faculties.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. A compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993 is presented.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are as follows: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993.

Faculty Research Productivity: Some Moderators of Associated Stressors.

ERIC Educational Resources Information Center

Blackburn, Robert T.; Bently, Richard J.

1993-01-01

A study with 894 college faculty investigated the effects of certain stress variables on different kinds of faculty research activity; psychological and organizational variables thought to moderate stress; and the effects of stressors and moderators for gender, institution type, and discipline (humanities, social sciences, natural sciences)…

Motivational Issues of Faculty in Saudi Arabia

ERIC Educational Resources Information Center

Abdul Cader, Akram

2012-01-01

Researchers have suggested that faculty motivation influences profitability of academic programs. The problem researched in this mixed method study was the motivational factors that reduce faculty member effectiveness in improving the profitability of their universities' academic programs. Based on Maslow's theory of needs, the purpose of the…

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…

Faculty Teaching Climate: Scale Construction and Initial Validation

ERIC Educational Resources Information Center

Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

Examining faculty awards for gender equity and evolving values.

PubMed

Abbuhl, Stephanie; Bristol, Mirar N; Ashfaq, Hera; Scott, Patricia; Tuton, Lucy Wolf; Cappola, Anne R; Sonnad, Seema S

2010-01-01

Awards given to medical school faculty are one important mechanism for recognizing what is valued in academic medicine. There have been concerns expressed about the gender distribution of awards, and there is also a growing appreciation for the evolving accomplishments and talents that define academic excellence in the 21st century and that should be considered worthy of award recognition. Examine faculty awards at our institution for gender equity and evolving values. Recipient data were collected on awards from 1996 to 2007 inclusively at the University of Pennsylvania School of Medicine (SOM). Descriptions of each award also were collected. The female-to-male ratio of award recipients over the time span was reviewed for changes and trends. The title and text of each award announcement were reviewed to determine if the award represented a traditional or a newer concept of excellence in academic medicine. There were 21 annual awards given to a total of 59 clinical award recipients, 60 research award recipients, and 154 teaching award recipients. Women received 28% of research awards, 29% of teaching awards and 10% of clinical awards. Gender distribution of total awards was similar to that of SOM full-time faculty except in the clinical awards category. Only one award reflected a shift in the culture of individual achievement to one of collaboration and team performance. Examining both the recipients and content of awards is important to assure they reflect the current composition of diverse faculty and the evolving ideals of leadership and excellence in academic medicine.

Development of a Self-Rated Mixed Methods Skills Assessment: The NIH Mixed Methods Research Training Program for the Health Sciences

PubMed Central

Guetterman, Timothy C.; Creswell, John W.; Wittink, Marsha; Barg, Fran K.; Castro, Felipe G.; Dahlberg, Britt; Watkins, Daphne C.; Deutsch, Charles; Gallo, Joseph J.

2017-01-01

Introduction Demand for training in mixed methods is high, with little research on faculty development or assessment in mixed methods. We describe the development of a Self-Rated Mixed Methods Skills Assessment and provide validity evidence. The instrument taps six research domains: “Research question,” “Design/approach,” “Sampling,” “Data collection,” “Analysis,” and “Dissemination.” Respondents are asked to rate their ability to define or explain concepts of mixed methods under each domain, their ability to apply the concepts to problems, and the extent to which they need to improve. Methods We administered the questionnaire to 145 faculty and students using an internet survey. We analyzed descriptive statistics and performance characteristics of the questionnaire using Cronbach’s alpha to assess reliability and an ANOVA that compared a mixed methods experience index with assessment scores to assess criterion-relatedness. Results Internal consistency reliability was high for the total set of items (.95) and adequate (>=.71) for all but one subscale. Consistent with establishing criterion validity, respondents who had more professional experiences with mixed methods (e.g., published a mixed methods paper) rated themselves as more skilled, which was statistically significant across the research domains. Discussion This Self-Rated Mixed Methods Assessment instrument may be a useful tool to assess skills in mixed methods for training programs. It can be applied widely at the graduate and faculty level. For the learner, assessment may lead to enhanced motivation to learn and training focused on self-identified needs. For faculty, the assessment may improve curriculum and course content planning. PMID:28562495

Task Force on Faculty Productivity.

ERIC Educational Resources Information Center

Hozeski, Bruce W.; And Others

A survey was conducted of 532 faculty members and 11 administrators at Ball State University (Indiana) concerning the number of hours that faculty typically work; extent of their time devoted to teaching, research, and service/administration; how faculty workload differs by rank and status; and how faculty feel about productivity issues. Findings…

Technology Commercialization Effects on the Conduct of Research in Higher Education

PubMed Central

Powers, Joshua B.; Campbell, Eric G.

2012-01-01

The objective of this study was to investigate the effects of technology commercialization on researcher practice and productivity at U.S. universities. Using data drawn from licensing contract documents and databases of university-industry linkages and faculty research output, the study findings suggest that the common practice of licensing technologies exclusively to singular firms may have a dampening effect on faculty inventor propensity to conduct published research and to collaborate with others on research. Furthermore, faculty who are more actively engaged in patenting may be less likely to collaborate with outsiders on research while faculty at public universities may experience particularly strong norms to engage in commercialization vis-à-vis traditional routes to research dissemination. These circumstances appear to be hindering innovation via the traditional mechanisms (research publication and collaboration), questioning the success of policymaking to date for the purpose of speeding the movement of research from the lab bench to society. PMID:22427717

A Problem-Based Course in Dental Implantology.

ERIC Educational Resources Information Center

Bell, Fred A.; Hendricson, William D.

1993-01-01

A problem-based predoctoral dental implantology course at the University of Texas had small tutorial groups solve specific patient problems through discussion, individual research, clinical experience, and subsequent sharing of knowledge. Student reactions were enthusiastically positive and their performance exceeded faculty expectations.…

Elite male faculty in the life sciences employ fewer women

PubMed Central

Sheltzer, Jason M.; Smith, Joan C.

2014-01-01

Women make up over one-half of all doctoral recipients in biology-related fields but are vastly underrepresented at the faculty level in the life sciences. To explore the current causes of women’s underrepresentation in biology, we collected publicly accessible data from university directories and faculty websites about the composition of biology laboratories at leading academic institutions in the United States. We found that male faculty members tended to employ fewer female graduate students and postdoctoral researchers (postdocs) than female faculty members did. Furthermore, elite male faculty—those whose research was funded by the Howard Hughes Medical Institute, who had been elected to the National Academy of Sciences, or who had won a major career award—trained significantly fewer women than other male faculty members. In contrast, elite female faculty did not exhibit a gender bias in employment patterns. New assistant professors at the institutions that we surveyed were largely comprised of postdoctoral researchers from these prominent laboratories, and correspondingly, the laboratories that produced assistant professors had an overabundance of male postdocs. Thus, one cause of the leaky pipeline in biomedical research may be the exclusion of women, or their self-selected absence, from certain high-achieving laboratories. PMID:24982167

Social Media and Mentoring in Biomedical Research Faculty Development

PubMed Central

Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

2015-01-01

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

Research Reports: 1986 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1986-01-01

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

Faculty at Work: Focus on Research, Scholarship, and Service.

ERIC Educational Resources Information Center

Blackburn, Robert T.; And Others

1991-01-01

A study compared selected personal and environmental motivational variables in college faculty with allocation of work effort to research, scholarship, and service. Faculty were from eight liberal arts and sciences departments in a range of institution types. For all institutional types, self-valuation motivators significantly accounted for the…

Community College Faculty Motivation for Basic Research, Teaching Research, and Professional Development

ERIC Educational Resources Information Center

Hardre, Patricia L.

2012-01-01

Community college faculty members often find themselves divided between what they want to do and what they can do. Knowing what motivates faculty to engage in professional development and scholarly productive activities provides critical information for administrators. The present study explored the motivational characteristics of community…

Faculty Reflections on the Institute for Aging and Social Work Experience

ERIC Educational Resources Information Center

Bonifas, Robin P.; Mehrotra, Gita R.

2014-01-01

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

Role Strain in University Research Centers

ERIC Educational Resources Information Center

Boardman, Craig; Bozeman, Barry

2007-01-01

One way in which university faculty members' professional lives have become more complex with the advent of contemporary university research centers is that many faculty have taken on additional roles. The authors' concern in this article is to determine the extent to which role strain is experienced by university faculty members who are…

Predicting Faculty Integration of Faith and Learning

ERIC Educational Resources Information Center

Kaul, Corina R.; Hardin, Kimberly A.; Beaujean, A. Alexander

2017-01-01

Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, & Mencken, 2005). This research attempted to replicate Lyon et al.'s (2005) logistic regression…

Strategies for Increasing Faculty Involvement in Institutional or Program Assessment

ERIC Educational Resources Information Center

Caudle, LeAnn; Hammons, James O.

2018-01-01

This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie,…

Developing Faculty as Researchers. ASHE 1985 Annual Meeting Paper.

ERIC Educational Resources Information Center

Wheeler, Daniel; Creswell, John

Domains of faculty research development are considered, with attention to various scholarly activities such as publishing in journals, editing books/monographs, publishing book reviews, and delivering papers at professional meetings. A cognitive map of faculty development is presented that incorporates findings from the literature on the sociology…

Investigation on Views and Attitudes of Students in Faculty of Education about Reading and Writing on Screen

ERIC Educational Resources Information Center

Duran, Erol

2013-01-01

The purpose of this research is to determine points of view and attitudes of students of Faculty of Education about reading and writing on screen. In this research, descriptive survey model is used. The working group includes 254 students of Usak University, Faculty of Education. A new measurement tool developed by the researcher was used in this…

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1989

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1989-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are: to further the professional knowledge of qualified engineering and science faculty; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teachning activities of participants' institutions; and to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lecture and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

Academic productivity among fellowship associated adult total joint reconstruction surgeons.

PubMed

Khan, Adam Z; Kelley, Benjamin V; Patel, Ankur D; McAllister, David R; Leong, Natalie L

2017-12-01

The Hirsch index (h-index) is a measure that evaluates both research volume and quality-taking into consideration both publications and citations of a single author. No prior work has evaluated academic productivity and contributions to the literature of adult total joint replacement surgeons. This study uses h-index to benchmark the academic impact and identify characteristics associated with productivity of faculty members at joint replacement fellowships. Adult reconstruction fellowship programs were obtained via the American Association of Hip and Knee Surgeons website. Via the San Francisco match and program-specific websites, program characteristics (Accreditation Council for Graduate Medical Education approval, academic affiliation, region, number of fellows, fellow research requirement), associated faculty members, and faculty-specific characteristics (gender, academic title, formal fellowship training, years in practice) were obtained. H-index and total faculty publications served as primary outcome measures. Multivariable linear regression determined statistical significance. Sixty-six adult total joint reconstruction fellowship programs were identified: 30% were Accreditation Council for Graduate Medical Education approved and 73% had an academic affiliation. At these institutions, 375 adult reconstruction surgeons were identified; 98.1% were men and 85.3% had formal arthroplasty fellowship training. Average number of publications per faculty member was 50.1 (standard deviation 76.8; range 0-588); mean h-index was 12.8 (standard deviation 13.8; range 0-67). Number of fellows, faculty academic title, years in practice, and formal fellowship training had a significant ( P < .05) positive correlation with both h-index and total publications. The statistical overview presented in this work can help total joint surgeons quantitatively benchmark their academic performance against that of their peers.

The Vanguard Faculty program: research training for complementary and alternative medicine faculty.

PubMed

Connelly, Erin N; Elmer, Patricia J; Morris, Cynthia D; Zwickey, Heather

2010-10-01

The increasing use of complementary and alternative medicine (CAM) treatment is paralleled by a growing demand for an evidence-based approach to CAM practice. In 2007, the Helfgott Research Institute at the National College of Natural Medicine (NCNM), in partnership with Oregon Health & Science University (OHSU), both in Portland, OR, began a National Institutes of Health-funded initiative to increase the quality and quantity of evidence-based medicine (EBM) content in the curricula at NCNM. One key strategy of the Research in Complementary and Alternative Medicine Program (R-CAMP) initiative was to create a faculty development program that included four components: intensive training in EBM; professional skills enhancement; peer and mentored support; and, ultimately, utilization of these skills to incorporate EBM into the curricula. This initiative is centered on a core group of faculty at NCNM, called the Vanguard Faculty, who receives early, intensive training in EBM and works to incorporate this training into classes. Training consists of an intensive, week-long course, monthly group meetings, and periodic individualized meetings. Vanguard Faculty members also receive mentorship and access to resources to pursue individualized faculty development, research or scholarly activities. Early evaluations indicate that this effort has been successful in increasing EBM content in the curricula at NCNM. This article describes the Vanguard Faculty program in an effort to share the successes and challenges of implementing a wide-ranging faculty development and curricular initiative at a complementary and alternative medicine institution.

Improving Students' Inquiry Skills and Self-Efficacy through Research-Inspired Modules in the General Chemistry Laboratory

ERIC Educational Resources Information Center

Winkelmann, Kurt; Baloga, Monica; Marcinkowski, Tom; Giannoulis, Christos; Anquandah, George; Cohen, Peter

2015-01-01

Research projects conducted by faculty in STEM departments served as the inspiration for a new curriculum of inquiry-based, multiweek laboratory modules in the general chemistry 1 course. The purpose of this curriculum redesign was to improve students' attitudes about chemistry as well as their self-efficacy and skills in performing inquiry…

A Comparative Analysis of Preferred Learning and Teaching Styles for Engineering, Industrial, and Technology Education Students and Faculty

ERIC Educational Resources Information Center

Katsioloudis, Petros; Fantz, Todd D.

2012-01-01

In the spring semester of 2010, a materials process course was selected as a means to perform a preferred learning style research study. This course was selected because it contained three groups of students: technology education, engineering technology, and industrial technology. The researchers believed that the differences in the students'…

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed

Natt, Neena; Chang, Alice Y; Berbari, Elie F; Kennel, Kurt A; Kearns, Ann E

2016-01-01

To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. The presence of a laudatory comparative statement in the residency program director's letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = .001; and β = 0.24, P = .009, respectively) and faculty global ratings (β = 0.85, P = .006; and β = 0.96, P = .015, respectively). The presence of a laudatory comparative statement in the residency program director's LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process.

What Factors Influence Well-being of Students on Performing Small Group Discussion?

NASA Astrophysics Data System (ADS)

Wulanyani, N. M. S.; Vembriati, N.

2018-01-01

Generally, Faculty of Medicine of Udayana University applied Small Group Discussion (SGD) in its learning process. If group problem solving succeeds, each individual of the group will individually succeed. However, the success is also determined by each individual’s level of psychological well-being. When the students are in the high level of wellbeing, they will feel comfortable in small group discussion, and teamwork will be effective. Therefore, it is needed to conduct a research which investigates how psychological factors, such as traits, needs, cognitive, and social intelligence, influence students’ wellbeing in performing SGD. This research is also initiated by several cases of students who prefer individual learning and take SGD merely to fulfill attendance requirement. If the students have good wellbeing, they will take the SGD process optimally. The subject of this research was 100 students of Faculty of Medicine of Udayana University. This survey research used psychological test assessment, Psychological well-being scale, and Social Intelligence scale to gain data analyzed quantitatively. The results showed that all aspects of traits together with aspects ‘need for rules and supervision’ affect social intelligence. Furthermore, social intelligence factor with cognitive factors influence wellbeing of the students in the process of SGD.

Evaluation of medical research performance – position paper of the Association of the Scientific Medical Societies in Germany (AWMF)

PubMed Central

Herrmann-Lingen, Christoph; Brunner, Edgar; Hildenbrand, Sibylle; Loew, Thomas H.; Raupach, Tobias; Spies, Claudia; Treede, Rolf-Detlef; Vahl, Christian-Friedrich; Wenz, Hans-Jürgen

2014-01-01

Objective: The evaluation of medical research performance is a key prerequisite for the systematic advancement of medical faculties, research foci, academic departments, and individual scientists’ careers. However, it is often based on vaguely defined aims and questionable methods and can thereby lead to unwanted regulatory effects. The current paper aims at defining the position of German academic medicine toward the aims, methods, and consequences of its evaluation. Methods: During the Berlin Forum of the Association of the Scientific Medical Societies in Germany (AWMF) held on 18 October 2013, international experts presented data on methods for evaluating medical research performance. Subsequent discussions among representatives of relevant scientific organizations and within three ad-hoc writing groups led to a first draft of this article. Further discussions within the AWMF Committee for Evaluation of Performance in Research and Teaching and the AWMF Executive Board resulted in the final consented version presented here. Results: The AWMF recommends modifications to the current system of evaluating medical research performance. Evaluations should follow clearly defined and communicated aims and consist of both summative and formative components. Informed peer reviews are valuable but feasible in longer time intervals only. They can be complemented by objective indicators. However, the Journal Impact Factor is not an appropriate measure for evaluating individual publications or their authors. The scientific “impact” rather requires multidimensional evaluation. Indicators of potential relevance in this context may include, e.g., normalized citation rates of scientific publications, other forms of reception by the scientific community and the public, and activities in scientific organizations, research synthesis and science communication. In addition, differentiated recommendations are made for evaluating the acquisition of third-party funds and the promotion of junior scientists. Conclusions: With the explicit recommendations presented in the current position paper, the AWMF suggests enhancements to the practice of evaluating medical research performance by faculties, ministries and research funding organizations. PMID:24971044

Evaluation of medical research performance--position paper of the Association of the Scientific Medical Societies in Germany (AWMF).

PubMed

Herrmann-Lingen, Christoph; Brunner, Edgar; Hildenbrand, Sibylle; Loew, Thomas H; Raupach, Tobias; Spies, Claudia; Treede, Rolf-Detlef; Vahl, Christian-Friedrich; Wenz, Hans-Jürgen

2014-01-01

The evaluation of medical research performance is a key prerequisite for the systematic advancement of medical faculties, research foci, academic departments, and individual scientists' careers. However, it is often based on vaguely defined aims and questionable methods and can thereby lead to unwanted regulatory effects. The current paper aims at defining the position of German academic medicine toward the aims, methods, and consequences of its evaluation. During the Berlin Forum of the Association of the Scientific Medical Societies in Germany (AWMF) held on 18 October 2013, international experts presented data on methods for evaluating medical research performance. Subsequent discussions among representatives of relevant scientific organizations and within three ad-hoc writing groups led to a first draft of this article. Further discussions within the AWMF Committee for Evaluation of Performance in Research and Teaching and the AWMF Executive Board resulted in the final consented version presented here. The AWMF recommends modifications to the current system of evaluating medical research performance. Evaluations should follow clearly defined and communicated aims and consist of both summative and formative components. Informed peer reviews are valuable but feasible in longer time intervals only. They can be complemented by objective indicators. However, the Journal Impact Factor is not an appropriate measure for evaluating individual publications or their authors. The scientific "impact" rather requires multidimensional evaluation. Indicators of potential relevance in this context may include, e.g., normalized citation rates of scientific publications, other forms of reception by the scientific community and the public, and activities in scientific organizations, research synthesis and science communication. In addition, differentiated recommendations are made for evaluating the acquisition of third-party funds and the promotion of junior scientists. With the explicit recommendations presented in the current position paper, the AWMF suggests enhancements to the practice of evaluating medical research performance by faculties, ministries and research funding organizations.

An assessment of professional development for astronomy and physics faculty: Expanding our vision of how to support faculty's learning about teaching

NASA Astrophysics Data System (ADS)

Olmstead, Alice Rose

In this thesis, we will explore approaches to faculty instructional change in astronomy and physics. We primarily focus on professional development (PD) workshops, which are a central mechanism used within our community to help faculty improve their teaching. Although workshops serve a critical role for promoting more equitable instruction, we rarely assess them through careful consideration of how they engage faculty. To encourage a shift towards more reflective, research-informed PD, we developed the Real-Time Professional Development Observation Tool (R-PDOT), to document the form and focus of faculty's engagement during workshops. We then analyze video-recordings of faculty's interactions during the Physics and Astronomy New Faculty Workshop, focusing on instances where faculty might engage in pedagogical sense-making. Finally, we consider insights gained from our own local, team-based effort to improve a course sequence for astronomy majors. We conclude with recommendations for PD leaders and researchers.

Educational Experiences of Embry-Riddle Students through NASA Research Collaboration

NASA Technical Reports Server (NTRS)

Schlee, Keith; Gangadharan, Sathya; Chatman, Yadira; Sudermann, James; Walker, Charles; Ristow, James

2006-01-01

NASA's educational. programs benefit students and faculty while increasing the overall productivity of the organization. The NASA Graduate Student Research Program (GSRP) awards fellowships for graduate study leading to both masters and doctoral degrees in several technical fields. GSRP participants have the option to utilize NASA Centers andlor university research facilities. In addition, GSRP students can serve as mentors for undergrad students to provide a truly unique learning experience. NASA's Cooperative Education Program allows undergraduate students the chance to gain "real-world" work experience in the field. It also gives NASA a no risk capability to evaluate the true performance of a prospective new hire without relying solely on a "paper resume" while providing the students with a greater hiring potential upon graduation, at NASA or elsewhere. University faculty can also benefit by participating in the NASA Faculty Fellowship Program (NFFP). This program gives the faculty an opportunity to work with NASA peers. The Mission Analysis Branch of the Expendable Launch Vehicles Division at NASA Kennedy Space Center has utilized these two programs with students from Embry-Riddle Aeronautical University (ERAU) to conduct research in modeling and developing a parameter estimation method for spacecraft fuel slosh using simple pendulum analogs. Simple pendulum models are used to understand complicated spacecraft fuel slosh behavior. A robust parameter estimation process will help to identif' the parameters that will predict the response fairly accurately during the initial stages of design. These programs provide students with a unique opportunity to work on "real-world" aerospace problems, like spacecraft fuel slosh,. This in turn reinforces their problem solving abilities and their communication skills such as interviewing, resume writing, technical writing, and presentation. Faculty benefits by applying what they have learned to the classroom. Through university collaborations with NASA and industry help students to acquire skills that are vital for their success upon entering the workforce.

Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter.

PubMed

Lie, Désirée; May, Win; Richter-Lagha, Regina; Forest, Christopher; Banzali, Yvonne; Lohenry, Kevin

2015-01-01

Current scales for interprofessional team performance do not provide adequate behavioral anchors for performance evaluation. The Team Observed Structured Clinical Encounter (TOSCE) provides an opportunity to adapt and develop an existing scale for this purpose. We aimed to test the feasibility of using a retooled scale to rate performance in a standardized patient encounter and to assess faculty ability to accurately rate both individual students and teams. The 9-point McMaster-Ottawa Scale developed for a TOSCE was converted to a 3-point scale with behavioral anchors. Students from four professions were trained a priori to perform in teams of four at three different levels as individuals and teams. Blinded faculty raters were trained to use the scale to evaluate individual and team performances. G-theory was used to analyze ability of faculty to accurately rate individual students and teams using the retooled scale. Sixteen faculty, in groups of four, rated four student teams, each participating in the same TOSCE station. Faculty expressed comfort rating up to four students in a team within a 35-min timeframe. Accuracy of faculty raters varied (38-81% individuals, 50-100% teams), with errors in the direction of over-rating individual, but not team performance. There was no consistent pattern of error for raters. The TOSCE can be administered as an evaluation method for interprofessional teams. However, faculty demonstrate a 'leniency error' in rating students, even with prior training using behavioral anchors. To improve consistency, we recommend two trained faculty raters per station.

Developing a Multi-Dimensional Evaluation Framework for Faculty Teaching and Service Performance

ERIC Educational Resources Information Center

Baker, Diane F.; Neely, Walter P.; Prenshaw, Penelope J.; Taylor, Patrick A.

2015-01-01

A task force was created in a small, AACSB-accredited business school to develop a more comprehensive set of standards for faculty performance. The task force relied heavily on faculty input to identify and describe key dimensions that capture effective teaching and service performance. The result is a multi-dimensional framework that will be used…

A Social Capital Perspective on the Mentoring of Undergraduate Life Science Researchers: An Empirical Study of Undergraduate-Postgraduate-Faculty Triads.

PubMed

Aikens, Melissa L; Sadselia, Sona; Watkins, Keiana; Evans, Mara; Eby, Lillian T; Dolan, Erin L

2016-01-01

Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral researchers (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, and faculty member interact with one another about the undergraduate's research. Using a social capital theory framework, we hypothesized that different triad structures provide undergraduates with varying resources (e.g., information, advice, psychosocial support) from the postgraduates and/or faculty, which would affect the undergraduates' research outcomes. To test this, we collected data from a national sample of undergraduate life science researchers about their mentoring triad structure and a range of outcomes associated with research experiences, such as perceived gains in their abilities to think and work like scientists, science identity, and intentions to enroll in a PhD program. Undergraduates mentored by postgraduates alone reported positive outcomes, indicating that postgraduates can be effective mentors. However, undergraduates who interacted directly with faculty realized greater outcomes, suggesting that faculty interaction is important for undergraduates to realize the full benefits of research. The "closed triad," in which undergraduates, postgraduates, and faculty all interact directly, appeared to be uniquely beneficial; these undergraduates reported the highest gains in thinking and working like a scientist. © 2016 M. L. Aikens 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).

What Determines Faculty-Engaged Scholarship?

ERIC Educational Resources Information Center

Vogelgesang, Lori J.; Denson, Nida; Jayakumar, Uma M.

2010-01-01

This paper examines how faculty and institutional characteristics shape engaged scholarship. Controlling for faculty dispositions, disciplinary differences, and institutional characteristics, the authors examined the impact of perceived institutional support for community partnerships, community-based research, and teaching on faculty engagement.…

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 Profile Systems: New Services and Roles for Libraries

ERIC Educational Resources Information Center

Givens, Marlee; Macklin, Lisa A.; Mangiafico, Paolo

2017-01-01

Many universities have implemented faculty profile systems that capture faculty and researchers' scholarly outputs and activities. These systems usually include public profiles and tools to help find collaborators or experts. They may be used to create reports for faculty annual reviews or for promotion and tenure, or to assist faculty with…

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

ERIC Educational Resources Information Center

Yates, Steven Lowell

2009-01-01

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

Faculty Preparedness to Build Cultural Inclusiveness

ERIC Educational Resources Information Center

Samuels, Dena Renee

2010-01-01

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

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.

High Stakes, High Performance: Making Remedial Education Work.

ERIC Educational Resources Information Center

Roueche, John E.; Roueche, Suanne D.

The American Association of Community Colleges commissioned this study of remedial education in community colleges as a framework for describing context, generating discussion, and encouraging improvement. The study reviews current research about open-door policies, underprepared students, faculty, and remedial programs. It also argues that…

The 36% Problem

ERIC Educational Resources Information Center

Scott, Gray

2016-01-01

Student learning assessments--from the institutional level to "Academically Adrift"--routinely overlook the ways that plagiarism and cheating may contribute to poor outcome performance. The blind spot is a curious one. Faculty have long warned students that they must complete work honestly if they are to learn. Cognitive research offers…

Determining the Drivers of Academic Success in Surgery: An Analysis of 3,850 Faculty

PubMed Central

Valsangkar, Nakul P.; Zimmers, Teresa A.; Kim, Bradford J.; Blanton, Casi; Joshi, Mugdha M.; Bell, Teresa M.; Nakeeb, Attila; Dunnington, Gary L.; Koniaris, Leonidas G.

2015-01-01

Objective Determine drivers of academic productivity within U.S. departments of surgery. Methods Eighty academic metrics for 3,850 faculty at the top 50 NIH-funded university- and 5 outstanding hospital-based surgical departments were collected using websites, Scopus, and NIH RePORTER. Results Mean faculty size was 76. Overall, there were 35.3% assistant, 27.8% associate, and 36.9% full professors. Women comprised 21.8%; 4.9% were MD-PhDs and 6.1% PhDs. By faculty-rank, median publications/citations were: assistant, 14/175, associate, 39/649 and full-professor, 97/2250. General surgery divisions contributed the most publications and citations. Highest performing sub-specialties per faculty member were: research (58/1683), transplantation (51/1067), oncology (41/777), and cardiothoracic surgery (48/860). Overall, 23.5% of faculty were principal investigators for a current or former NIH grant, 9.5% for a current or former R01/U01/P01. The 10 most cited faculty (MCF) within each department contributed to 42% of all publications and 55% of all citations. MCF were most commonly general (25%), oncology (19%), or transplant surgeons (15%). Fifty-one-percent of MCF had current/former NIH funding, compared with 20% of the rest (p<0.05); funding rates for R01/U01/P01 grants was 25.1% vs. 6.8% (p<0.05). Rate of current-NIH MCF funding correlated with higher total departmental NIH rank (p < 0.05). Conclusions Departmental academic productivity as defined by citations and NIH funding is highly driven by sections or divisions of research, general and transplantation surgery. MCF, regardless of subspecialty, contribute disproportionally to major grants and publications. Approaches that attract, develop, and retain funded MCF may be associated with dramatic increases in total departmental citations and NIH-funding. PMID:26177096

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…

Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

PubMed Central

Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy

2016-01-01

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students. PMID:27810870

Mississippi State University’s Geoscience Education and Geocognition Research Program in the Department of Geosciences

NASA Astrophysics Data System (ADS)

McNeal, K.; Clary, R. M.; Sherman-Morris, K.; Kirkland, B.; Gillham, D.; Moe-Hoffman, A.

2009-12-01

The Department of Geosciences at Mississippi State University offers both a MS in Geosciences and a PhD in Earth and Atmospheric Sciences, with the possibility of a concentration in geoscience education. The department offers broad research opportunities in the geoscience sub-disciplines of Geology, Meteorology, GIS, and Geography. Geoscience education research is one of the research themes emphasized in the department and focuses on geoscience learning in traditional, online, field-based, and informal educational environments. Approximately 20% of the faculty are actively conducting research in geoscience education and incorporate both qualitative and quantitative research approaches in areas including: the investigation of effective teaching strategies, the implementation and evaluation of geoscience teacher professional development programs and diversity enhancement programs, the study of the history and philosophy of science in geoscience teaching, the exploration of student cognition and understanding of complex and dynamic earth systems, and the investigation of using visualizations to enhance learning in the geosciences. The inception and continued support of an active geoscience education research program is derived from a variety of factors including: (1) the development of the on-line Teachers in Geosciences (TIG) Masters Degree Program which is the primary teaching appointment for the majority of the faculty conducting geoscience education research, (2) the securing of federal funds to support geoscience education research, (3) the publication of high-quality peer-reviewed research papers in both geoscience education and traditional research domains, (4) the active contribution of the geoscience education faculty in their traditional research domains, (5) a faculty that greatly values teaching and recognizes the research area of geoscience education as a sub-domain of the broader geoscience disciplines, (6) the involvement of university faculty, outside of these primary faculty leaders, in geoscience education research-related projects where the expertise the geoscience education faculty offers is a catalyst for collaboration, (7) departmental support including research space, teaching loads, and start-up funds that are in-line with the remainder of the department faculty. Results of the program have included securing funding from multiple agencies (e.g., NSF, NASA, DOE, MDE, NOAA, ARC), providing support to and involving graduate and undergraduate students in both geoscience education and traditional research projects, disseminating project results in peer-reviewed journals, technical reports, and international/national conferences, and developing courses for the concentration in geoscience education.

Aging in the Undergraduate Curriculum: Faculty Perspectives

ERIC Educational Resources Information Center

Heyman, Janna C.; Gutheil, Irene A.; White-Ryan, Linda; Phipps, Colette; Guishard, Dozene

2008-01-01

This descriptive study of undergraduate faculty (N = 177) ascertained the extent to which aging content is taught and faculty are interested in aging. The research was the result of a collaboration among an area agency on aging, an alliance of academic and community leaders, and a university-based research center. While approximately 43% of the…

Faculty Use of Author Identifiers and Researcher Networking Tools

ERIC Educational Resources Information Center

Tran, Clara Y.; Lyon, Jennifer A.

2017-01-01

This cross-sectional survey focused on faculty use and knowledge of author identifiers and researcher networking systems, and professional use of social media, at a large state university. Results from 296 completed faculty surveys representing all disciplines (9.3% response rate) show low levels of awareness and variable resource preferences. The…

A Systematic Approach to Faculty Development--Capability Improvement for Blended Learning

ERIC Educational Resources Information Center

Badawood, Ashraf; Steenkamp, Annette Lerine; Al-Werfalli, Daw

2013-01-01

Blended learning (BL) provides an efficient and effective instructional experience. However, adopting a BL approach poses some challenges to faculty; the most important obstacle found in this research is faculty's lack of knowledge regarding the use of technology in their teaching. This challenge prompted the research project focused on improving…

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.…

Entrepreneurial Pathways in Higher Education: The Learning and Career-Making Experiences of Faculty Entrepreneurs

ERIC Educational Resources Information Center

Feldmann, Bridget D.

2013-01-01

While interest in and demand for academic entrepreneurship has gained prominence in recent years, there is minimal qualitative research on the learning experiences and career-making events that transform traditional faculty members into faculty entrepreneurs who are able to successfully apply their research knowledge toward endeavors that…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

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

Mentorship Efforts to Support Part-Time Social Work Faculty Members

ERIC Educational Resources Information Center

Shobe, Marcia A.; Murphy-Erby, Yvette; Sparks, Jared

2014-01-01

Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project…

Tenure Experiences of Native Hawaiian Women Faculty

ERIC Educational Resources Information Center

Ka opua, Heipua

2013-01-01

This study examines the status of women of color in academe with a particular focus on Native Hawaiian women faculty. Using a qualitative narrative design, this research examined the experiences of tenured instructional Native Hawaiian women faculty (Na Wahine) at the University of Hawai'i at Manoa. Two research questions guided this inquiry: 1)…

Faculty Perceptions of Students in Life and Physical Science Research Labs

ERIC Educational Resources Information Center

Gonyo, Claire P.; Cantwell, Brendan

2015-01-01

This qualitative study involved interviews of 32 faculty principle investigators at three research institutions and explored how they view the role of students within physical and life science labs. We used socialization theory and student engagement literature to analyze faculty views, which can contribute to student investment in STEM fields.…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Developing an Organizational Understanding of Faculty Mentoring Programs in Academic Medicine in Major American Research Universities

ERIC Educational Resources Information Center

Fischer Zellers, Darlene

2013-01-01

This study examines the organizational and contextual factors associated with faculty mentoring programs in academic medicine within major research institutions in the United States, and explores the usefulness of organizational behavior theory in understanding these relationships. To date, many formal faculty mentoring programs are in operation…

Identifying, Recruiting, Developing, and Retaining Quality Adjunct Faculty in Rural Community Colleges in Ohio

ERIC Educational Resources Information Center

Wise, Jessica L.

2013-01-01

The purpose of this research was to determine how to identify, recruit, develop, and retain suitable adjunct faculty in rural community colleges in Ohio. The research problem resulted from a limited availability of potential faculty possessing the required credentials and andragogical training in Ohio's rural and Appalachian areas. Research…

Faculty Satisfaction and Motivation: How Faculty Perceive Themselves in the Institutional Environment. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Spencer, Melinda G.; And Others

The effect of the institutional culture on faculty commitment, motivation, and satisfaction when filtered through other factors in the organizational environment was investigated. Preliminary findings from research on "The Organizational Context for Teaching and Learning" at the National Center for Research to Improve Postsecondary…

Latino Faculty in STEM Disciplines: Motivation to Engage in Research Activities

ERIC Educational Resources Information Center

Lechuga, Vicente M.

2012-01-01

The scarcity of underrepresented faculty members in the science, technology, engineering, and mathematics (STEM) disciplines is an issue of great concern to education researchers and scholars alike. Despite their low representation, many minority faculty are able to remain motivated, even when facing barriers due to their ethnicity. I present…

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

ERIC Educational Resources Information Center

Barrett, Thomas Gregory; Smith, Theophus

2008-01-01

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

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

ERIC Educational Resources Information Center

Marshall, Vicki Lynn

2015-01-01

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

Dimensions of Faculty Public Service: A Policy Science Approach to Questions of Information Provision.

ERIC Educational Resources Information Center

Heim, Kathleen M.

1986-01-01

Argues that the link between library and information science faculty research and public policy is underdeveloped, and advocates that faculty fulfill their public service responsibility through the identification and diffusion of meaningful research findings and techniques to the profession and to decision makers who determine public policy. (EJS)

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

PubMed

Grimes, Catherine Leimkuhler; White, Harold B

2015-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Evaluation of Oral and Maxillofacial Surgery Residents' Operative Skills: Feasibility and Engagement Study Using SIMPL Software for a Mobile Phone.

PubMed

Kaban, Leonard B; Cappetta, Alyssa; George, Brian C; Lahey, Edward T; Bohnen, Jordan D; Troulis, Maria J

2017-10-01

There are no universally accepted tools to evaluate operative skills of surgical residents in a timely fashion. The purpose of this study was to determine the feasibility of using a smartphone application, SIMPL (System for Improving and Measuring Procedural Learning), developed by a multi-institutional research collaborative, to achieve a high rate of timely operative evaluations and resident communication and to collect performance data. The authors hypothesized that these goals would be achieved because the process is convenient and efficient. This was a prospective feasibility and engagement study using SIMPL to evaluate residents' operative skills. SIMPL requires the attending surgeon to answer 3 multiple-choice questions: 1) What level of help (Zwisch Scale) was required by the trainee? 2) What was the level of performance? 3) How complex was the case? The evaluator also can dictate a narrative. The sample was composed of 3 faculty members and 3 volunteer senior residents. Predictor variables were the surgeons, trainees, and procedures performed. Outcome variables included number and percentage of procedures performed by faculty-and-resident pairs assessed, time required to complete assessments, time lapsed to submission, percentage of assessments with narratives, and residents' response rates. From March through June 2016, 151 procedures were performed in the operating room by the faculty-and-resident teams. There were 107 assessments submitted (71%). Resident response (self-assessment) to faculty evaluations was 81%. Recorded time to complete assessments (n = 75 of 107) was shorter than 2 minutes. The time lapsed to submission was shorter than 72 hours (100%). Dictations were submitted for 35 evaluations (33%). Data for the type of help, performance, and complexity of cases were collected for each resident. SIMPL facilitates timely intraoperative evaluations of surgical skills, engagement by faculty and residents, and collection of detailed procedural data. Additional prospective trials to assess this tool further are planned. Copyright © 2017 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

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

NASA Technical Reports Server (NTRS)

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

1983-01-01

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

Research reports: 1994 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1994-01-01

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

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

The Role of Research in Advanced Dental Education.

ERIC Educational Resources Information Center

Profitt, William R.; Vig, Peter S.

1980-01-01

Even though research is an integral part of quality advanced dental programs, many dental departments with postdoctoral programs lack faculty and other resources for research productivity. Programs to produce clinical faculty with research training are called for through the development of clinical research centers. (JSR)

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

ERIC Educational Resources Information Center

Jones, Corey Lee

2012-01-01

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

2007 Annual Report Summer Research Institute Interfacial and Condensed Phase Chemical Physics

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

Beck, Kenneth M.

2007-10-31

The Pacific Northwest National Laboratory (PNNL) hosted its fourth annual Summer Research Institute in Interfacial and Condensed Phase Chemical Physics from April through September 2007. During this time, 21 PNNL scientists hosted 23 participants from 20 different universities. Of the 23 participants, 20 were graduate students, 1 was a postdoctoral fellow, and 2 were university faculty members. This report covers the essense of the program and the research the participants performed.

Pedagogical sensemaking or "doing school": In well-designed workshop sessions, facilitation makes the difference

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra

2017-12-01

Although physics education researchers often use workshops to promote instructional change in higher education, little research has been done to investigate workshop design. Initial evidence suggests that many workshop sessions focus primarily on raising faculty's awareness of research-based instructional strategies, a fairly straightforward goal that has been largely met. However, increasing faculty's awareness of existing strategies alone has somewhat limited benefits. We argue that workshop leaders should also aim to cultivate faculty's ability and motivation to engage in pedagogical sensemaking, i.e., the pursuit of robust pedagogical logic based on observations and interpretations of classroom events. This goal is likely more challenging to achieve, and thus presents a greater need for research. In this paper, we pursue in situ, qualitative analysis of two parallel workshop sessions that seem to have the potential to support ambitious outcomes. We demonstrate how faculty may engage in aspects of pedagogical sensemaking, such as using observations of student behavior to support their arguments. We also show how faculty may instead seem to engage in interactions reminiscent of students "doing school," such as evaluating instruction based on "correctness" alone. We also show how differences in workshop facilitation seemed to contribute to faculty engaging in pedagogical sensemaking in one session only. These differences include (i) strictly enforcing session rules versus gently navigating faculty's incoming expectations, (ii) highlighting the workshop leaders' expertise versus working to minimize power differentials, and (iii) emphasizing the benefits of adoption of a prescribed strategy versus encouraging faculty to reason about possible adaptations. We consider the implications of this analysis for future research and workshop design.

Nursing Faculty's Experience with Disruptive Work Environments: A Mixed Method Study of the Phenomenon of Bullying Behaviors among Nursing Faculty and Their Intent to Stay in Academe

ERIC Educational Resources Information Center

Shugart, Kelli Palmer

2017-01-01

Because of the limited research on the perceptions of nursing faculty on horizontal violence, this convergent mixed method study investigated the phenomenon of bullying behaviors among nursing faculty and the faculty's intent to stay in academe following exposure to bullying. 300 nursing faculty members of the Nursing Educator Discussion list…

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

Expanding the Discussion of Faculty Vitality to Include Productive but Disengaged Senior Faculty

ERIC Educational Resources Information Center

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

2007-01-01

In this essay, the authors begin by examining and challenging the way in which faculty vitality has been operationalized in the past, arguing for the value of institution-specific analysis of the faculty vitality issue. They then propose alternative models for understanding previously unexplored aspects of faculty vitality, drawing on research in…

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

ERIC Educational Resources Information Center

Lee, Sharon M.

2002-01-01

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

"That Truly Meant a Lot to Me": A Qualitative Examination of Meaningful Faculty-Student Interactions

ERIC Educational Resources Information Center

Grantham, Ashley; Robinson, Emily Erin; Chapman, Diane

2015-01-01

The majority of research on faculty-student interaction has been primarily quantitative to date and has focused primarily on determining what kinds of interactions students have with faculty. This study furthers the literature on faculty-student interaction, taking a qualitative approach to examine what types of interactions with faculty students…

Post–Vision and Change: Do We Know How to Change?

PubMed Central

D’Avanzo, Charlene

2013-01-01

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.” PMID:24006386

Research Ranking of Iranian Universities of Medical Sciences Based on International Indicators: An Experience From I.R. of Iran.

PubMed

Baradaran Eftekhari, Monir; Sobhani, Zahra; Eltemasi, Masoumeh; Ghalenoee, Elham; Falahat, Katayoun; Habibi, Elham; Djalalinia, Shirin; Paykari, Niloofar; Ebadifar, Asghar; Akhondzadeh, Shahin

2017-11-01

In recent years, international ranking systems have been used by diverse users for various purposes. In most of these rankings, different aspects of performance of universities and research institutes, especially scientific performance, have been evaluated and ranked. In this article, we aimed to report the results of research ranking of Iranian universities of medical sciences (UMSs) based on some international indicators in 2015. In this study, after reviewing the research indicators of the majority of international ranking systems, with the participation of key stakeholders, we selected eight research indicators, namely research output, high-quality publications, leadership, total citations, citations per paper in 2015, papers per faculty member and h-index. The main sources for data gathering were Scopus, PubMed, and ISI, Web of Science. Data were extracted and normalized for Iranian governmental UMSs for 2015. A total of 18023 articles were indexed in 2015 in Scopus with affiliations of UMSs affiliation. Almost 17% of all articles were published in top journals and 15% were published with international collaborations. The maximum h-index (h-index = 110) belonged to Tehran University of Medical Sciences. The average paper per faculty member was 1.14 (Max = 2.5, Min = 0.13). The mean citation per published articles in Scopus was 0.33. Research ranking of Iranian UMSs can create favorable competition among them towards knowledge production.

The relationship between faculty performance assessment and results on the in-training examination for residents in an emergency medicine training program.

PubMed

Ryan, James G; Barlas, David; Pollack, Simcha

2013-12-01

Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68-0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level.

The Relationship Between Faculty Performance Assessment and Results on the In-Training Examination for Residents in an Emergency Medicine Training Program

PubMed Central

Ryan, James G.; Barlas, David; Pollack, Simcha

2013-01-01

Background Medical knowledge (MK) in residents is commonly assessed by the in-training examination (ITE) and faculty evaluations of resident performance. Objective We assessed the reliability of clinical evaluations of residents by faculty and the relationship between faculty assessments of resident performance and ITE scores. Methods We conducted a cross-sectional, observational study at an academic emergency department with a postgraduate year (PGY)-1 to PGY-3 emergency medicine residency program, comparing summative, quarterly, faculty evaluation data for MK and overall clinical competency (OC) with annual ITE scores, accounting for PGY level. We also assessed the reliability of faculty evaluations using a random effects, intraclass correlation analysis. Results We analyzed data for 59 emergency medicine residents during a 6-year period. Faculty evaluations of MK and OC were highly reliable (κ  =  0.99) and remained reliable after stratification by year of training (mean κ  =  0.68–0.84). Assessments of resident performance (MK and OC) and the ITE increased with PGY level. The MK and OC results had high correlations with PGY level, and ITE scores correlated moderately with PGY. The OC and MK results had a moderate correlation with ITE score. When residents were grouped by PGY level, there was no significant correlation between MK as assessed by the faculty and the ITE score. Conclusions Resident clinical performance and ITE scores both increase with resident PGY level, but ITE scores do not predict resident clinical performance compared with peers at their PGY level. PMID:24455005

Contemporary Management and Operations Research Graduate Programs: A Review, Recommendations, and Integration.

ERIC Educational Resources Information Center

Petrick, Joseph A.; Polak, George G.; Scherer, Robert F.; Munoz, Carmen Gloria

2001-01-01

Criticisms of graduate management education have led to changes in the balance between business and academic standards, strategic leadership, curriculum, faculty performance incentives, graduate proficiencies, and relations with the business community. Operations management/management sciences have similarly changed in terms of curricular…

Iowa community college Science, Engineering and Mathematics (SEM) faculty: Demographics and job satisfaction

NASA Astrophysics Data System (ADS)

Rogotzke, Kathy

Community college faculty members play an increasingly important role in the educational system in the United States. However, over the past decade, concerns have arisen, especially in several high demand fields of science, technology, engineering and mathematics (STEM), that a shortage of qualified faculty in these fields exists. Furthermore, the average age of community college faculty is increasing, which creates added concern of an increased shortage of qualified faculty due to a potentially large number of faculty retiring. To help further understand the current population of community college faculty, as well as their training needs and their satisfaction with their jobs, data needs to be collected from them and examined. Currently, several national surveys are given to faculty at institutions of higher education, most notably the Higher Education Research Institute Faculty Survey, the National Study of Postsecondary Faculty, and the Community College Faculty Survey of Student Engagement. Of these surveys the Community College Faculty Survey of Student Engagement is the only survey focused solely on community college faculty. This creates a problem because community college faculty members differ from faculty at 4-year institutions in several significant ways. First, qualifications for hiring community college faculty are different at 4-year colleges or universities. Whereas universities and colleges typically require their faculty to have a Ph.D., community colleges require their arts and science faculty to have a only master's degree and their career faculty to have experience and the appropriate training and certification in their field with only a bachelor's degree. The work duties and expectations for community college faculty are also different at 4-year colleges or universities. Community college faculty typically teach 14 to 19 credit hours a semester and do little, if any research, whereas faculty at 4-year colleges typically teach 9 to 12 credit hours a semester and are expected to conduct research and publish their findings. In addition, community colleges often have what is referred to as an "open door" policy of admission meaning that students are not required to have a particular score on a college placement test, such as the ACT or SAT, nor are they required to have a specified high school grade point average or rank. Most 4-year colleges and universities require a minimum score on a college placement test in addition to a minimum high school grade point average or rank. Because of these differing entrance requirements, or lack thereof, community colleges often have a higher percentage of students needing remedial or developmental coursework. This dissertation reports on data collected from a survey administered to full-time faculty at all 15 community colleges in Iowa. The survey was administered using Qualtrics software with assistance from the Office of Community College Research and Policy at Iowa State University. The results of the study were used to further examine who community college science, engineering and mathematics (SEM) faculty are in terms of their demographics and background, along with investigating factors from the survey that contribute to their overall job satisfaction. Multiple regression analysis on these variables along with gender and age examined different models for predicting overall job satisfaction.

Evaluating ambulatory care training in Firoozgar hospital based on Iranian national standards of undergraduate medical education

PubMed Central

Sabzghabaei, Foroogh; Salajeghe, Mahla; Soltani Arabshahi, Seyed Kamran

2017-01-01

Background: In this study, ambulatory care training in Firoozgar hospital was evaluated based on Iranian national standards of undergraduate medical education related to ambulatory education using Baldrige Excellence Model. Moreover, some suggestions were offered to promote education quality in the current condition of ambulatory education in Firoozgar hospital and national standards using the gap analysis method. Methods: This descriptive analytic study was a kind of evaluation research performed using the standard check lists published by the office of undergraduate medical education council. Data were collected through surveying documents, interviewing, and observing the processes based on the Baldrige Excellence Model. After confirming the validity and reliability of the check lists, we evaluated the establishment level of the national standards of undergraduate medical education in the clinics of this hospital in the 4 following domains: educational program, evaluation, training and research resources, and faculty members. Data were analyzed according to the national standards of undergraduate medical education related to ambulatory education and the Baldrige table for scoring. Finally, the quality level of the current condition was determined as very appropriate, appropriate, medium, weak, and very weak. Results: In domains of educational program 62%, in evaluation 48%, in training and research resources 46%, in faculty members 68%, and in overall ratio, 56% of the standards were appropriate. Conclusion: The most successful domains were educational program and faculty members, but evaluation and training and research resources domains had a medium performance. Some domains and indicators were determined as weak and their quality needed to be improved, so it is suggested to provide the necessary facilities and improvements by attending to the quality level of the national standards of ambulatory education PMID:29951400

SELECTION OF ENDOCRINOLOGY SUBSPECIALTY TRAINEES: WHICH APPLICANT CHARACTERISTICS ARE ASSOCIATED WITH PERFORMANCE DURING FELLOWSHIP TRAINING?

PubMed Central

Natt, Neena; Chang, Alice Y.; Berbari, Elie F.; Kennel, Kurt A.; Kearns, Ann E.

2016-01-01

Objective To determine which residency characteristics are associated with performance during endocrinology fellowship training as measured by competency-based faculty evaluation scores and faculty global ratings of trainee performance. Method We performed a retrospective review of interview applications from endocrinology fellows who graduated from a single academic institution between 2006 and 2013. Performance measures included competency-based faculty evaluation scores and faculty global ratings. The association between applicant characteristics and measures of performance during fellowship was examined by linear regression. Results The presence of a laudatory comparative statement in the residency program director’s letter of recommendation (LoR) or experience as a chief resident was significantly associated with competency-based faculty evaluation scores (β = 0.22, P = 0.001; and β = 0.24, P = 0.009, respectively) and faculty global ratings (β = 0.85, P = 0.006; and β = 0.96, P = 0.015, respectively). Conclusion The presence of a laudatory comparative statement in the residency program director’s LoR or experience as a chief resident were significantly associated with overall performance during subspecialty fellowship training. Future studies are needed in other cohorts to determine the broader implications of these findings in the application and selection process. PMID:26437219

The 2004 NASA Faculty Fellowship Program Research Reports

NASA Technical Reports Server (NTRS)

Pruitt, J. R.; Karr, G.; Freeman, L. M.; Hassan, R.; Day, J. B. (Compiler)

2005-01-01

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

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

PubMed

Mitcham, M D; Vericella, B J

1985-11-01

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

The 1984 NASA/ASEE summer faculty fellowship program

NASA Technical Reports Server (NTRS)

Mcinnis, B. C.; Duke, M. B.; Crow, B.

1984-01-01

An overview is given of the program management and activities. Participants and research advisors are listed. Abstracts give describe and present results of research assignments performed by 31 fellows either at the Johnson Space Center, at the White Sands test Facility, or at the California Space Institute in La Jolla. Disciplines studied include engineering; biology/life sciences; Earth sciences; chemistry; mathematics/statistics/computer sciences; and physics/astronomy.

Faculty Identity through Spheres of Teaching and Research Activity and Associated Genres

ERIC Educational Resources Information Center

Gallego, Liliana; Castelló, Montserrat; Badia, Antoni

2017-01-01

This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of…

Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More

ERIC Educational Resources Information Center

Woodley, Xeturah Monique

2014-01-01

There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas &…

A Systematic Approach to Faculty Development toward Improved Capability in Tertiary Teaching in a Blended Learning Environment

ERIC Educational Resources Information Center

Badawood, Ashraf Mohammad

2011-01-01

The blended learning (BL) approach provides an efficient and effective instructional experience. However, adopting BL poses some challenge to faculty; the most important obstacle found in this research is faculty's lack of knowledge regarding the use of technology in their teaching. This challenge prompted the researcher to identify a solution…

Faculty Uses of Doctoral Training: Consideration of a Technique for the Differentiation of Faculty Behavior.

ERIC Educational Resources Information Center

Braxton, John; Toombs, William

Faculty activities having a scholarly or professional quality are examined. Such scholarly work is defined as activities in professional practice that use, to some degree, doctoral research training, applying professional research competencies; this is seen to encompass much more than publication efforts. A list of 80 related activities was…

The Faculty's Perception of Web-Based Instruction Application in Iran's Higher Education

ERIC Educational Resources Information Center

Gholami, Khalil; Sayadi, Yaser

2012-01-01

This paper addresses the faculty perception on web-based instruction in order to explain the nature of learning and instruction in this setting. Using a mixed method approach, the research studied a sample of 132 University Faculty (lecturers and professors) in University of Kurdistan. The research tools were interview and questionnaire. The…

Preparing to Teach Online as Transformative Faculty Development

ERIC Educational Resources Information Center

McQuiggan, Carol A.

2011-01-01

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

Faculty Productivity and Costs at the University of Texas at Austin: A Preliminary Analysis

ERIC Educational Resources Information Center

Vedder, Richard; Matgouranis, Christopher; Robe, Jonathan

2011-01-01

In this report, the authors examine recently released preliminary data concerning faculty compensation, teaching loads and external research grant awards at one of the nation's largest college campuses, The University of Texas at Austin. The authors use these data to assess faculty productivity (in terms of both teaching and research), and their…

Challenges in the Establishment of a New Faculty: Experiences of the Founding Deans and Faculty Members

ERIC Educational Resources Information Center

Vatanartiran, Sinem

2013-01-01

Problem Statement: Academic deans play a critical role connecting academic and administrative operations and structures within their respective Faculties and universities. There is a wide array of research about deans, what they do, their leadership skills, challenges, and experiences. However, the research is quite limited in terms of the…

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…

Attracting, Recruiting, and Retaining Qualified Faculty at Community Colleges in Sierra Leone

ERIC Educational Resources Information Center

Betts, Gloria

2017-01-01

This case study was designed to explore policies that were in place to attract, recruit, and retain qualified faculty for 4 community colleges in Sierra Leone. The research was necessitated by the apparent inability of Sierra Leone educators to train and retain faculty possessing the required academic credentials. The research questions were…

Health Information Management Education: A Comparison of Faculty Mentoring in Traditional vs. Distance Education Programs

ERIC Educational Resources Information Center

Davidian, Marilyn R.

2010-01-01

Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters…

Toward a Pedagogy for Faculty and Student Co-Responsibility in Curating College Museum Exhibitions

ERIC Educational Resources Information Center

Rodgers, Susan

2015-01-01

When undergraduates work with college faculty on complex research projects, the students are often asked to take on the role of "secondary-level" gatherers of data. This can be legitimate: the students have no graduate training and the faculty mentor is more experienced in research design and analysis. This study, however, offers an…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Exploring Multiple Patterns of Faculty Productivity in STEM Disciplines at Doctoral Universities

ERIC Educational Resources Information Center

Liu, Ying

2010-01-01

This study is one of only a few that attempts to examine simultaneously faculty productivity in teaching, research, and service. The research is guided by a conceptual model built from several branches of the literature on career stage theory, motivation theory, and previous studies of faculty productivity. The model hypothesizes that faculty…

Work and Life Integration: Faculty Balance in the Academy

ERIC Educational Resources Information Center

Ehrens, Holly

2016-01-01

Faculty work life integration has evolved as an important area of research in the academic workplace. The evolution in thinking about faculty work life integration has progressively shifted focus from the problems of women and parents to research that considers both men and women, married and single, with or without children as participants in the…

From Faculty for Undergraduate Neuroscience: Encouraging Innovation in Undergraduate Neuroscience Education by Supporting Student Research and Faculty Development

ERIC Educational Resources Information Center

Hardwick, Jean C.; Kerchner, Michael; Lom, Barbara; Ramirez, Julio J.; Wiertelak, Eric P.

2006-01-01

This article features the organization Faculty for Undergraduate Neuroscience. FUN was established by a group of neuroscientists dedicated to innovation and excellence in undergraduate neuroscience education and research. In the years since its inception, FUN has grown into a dynamic organization making a significant impact on the quality of…

Faculty Development and Achievement: A Faculty's View.

ERIC Educational Resources Information Center

Braskamp, Larry A.; And Others

The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of…

Faculty Turnover: Discipline-Specific Attention Is Warranted

ERIC Educational Resources Information Center

Xu, Yonghong Jade

2008-01-01

This study investigated the importance of discipline variations in understanding faculty turnover behaviors. A representative sample of university faculty in Research and Doctoral universities was obtained from a national database. Faculty members, self-identified into a primary academic area, were grouped into eight discipline clusters according…

The 2003 NASA Faculty Fellowship Program Research Reports

NASA Technical Reports Server (NTRS)

Nash-Stevenson, S. K.; Karr, G.; Freeman, L. M.; Bland, J. (Editor)

2004-01-01

For the 39th consecutive year, the NASA Faculty Fellowship Program (NFFP) was conducted at Marshall Space Flight Center. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama in Huntsville. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The nominal starting and finishing dates for the 10-week program were May 27 through August 1, 2003. The primary objectives of the NASA Faculty Fellowship Program are to: (1) Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to NASA s research objectives; (2) provide research opportunities for college and university faculty that serve to enrich their knowledge base; (3) involve students in cutting-edge science and engineering challenges related to NASA s strategic enterprises, while providing exposure to the methods and practices of real-world research; (4) enhance faculty pedagogy and facilitate interdisciplinary networking; (5) encourage collaborative research and technology transfer with other Government agencies and the private sector; and (6) establish an effective education and outreach activity to foster greater awareness of this program.

Perceived Barriers to Scholarship and Research Among Pharmacy Practice Faculty: Survey Report from the AACP Scholarship/Research Faculty Development Task Force

PubMed Central

Robles, J. R.; Youmans, Sharon L.; Byrd, Debbie C.

2009-01-01

Objectives To identify problems that pharmacy practice faculty members face in pursuing scholarship and to develop and recommend solutions. Methods Department chairs were asked to forward a Web-based survey instrument to their faculty members. Global responses and responses stratified by demographics were summarized and analyzed. Results Between 312 and 340 faculty members answered questions that identified barriers to scholarship and recommended corrective strategies to these barriers. The most common barrier was insufficient time (57%), and the most common recommendation was for help to “identify a research question and how to answer it.” Sixty percent reported that scholarship was required for advancement but only 32% thought scholarship should be required. Forty-one percent reported that the importance of scholarship is overemphasized. Conclusions These survey results provide guidance to improve the quantity and quality of scholarship for faculty members who wish to pursue scholarship, although many of the survey respondents indicated they did not regard scholarship as a priority. PMID:19513155

Examining Faculty Awards for Gender Equity and Evolving Values

PubMed Central

Abbuhl, Stephanie; Bristol, Mirar N.; Ashfaq, Hera; Scott, Patricia; Tuton, Lucy Wolf; Cappola, Anne R.

2009-01-01

ABSTRACT BACKGROUND Awards given to medical school faculty are one important mechanism for recognizing what is valued in academic medicine. There have been concerns expressed about the gender distribution of awards, and there is also a growing appreciation for the evolving accomplishments and talents that define academic excellence in the 21st century and that should be considered worthy of award recognition. OBJECTIVE Examine faculty awards at our institution for gender equity and evolving values. METHODS Recipient data were collected on awards from 1996 to 2007 inclusively at the University of Pennsylvania School of Medicine (SOM). Descriptions of each award also were collected. The female-to-male ratio of award recipients over the time span was reviewed for changes and trends. The title and text of each award announcement were reviewed to determine if the award represented a traditional or a newer concept of excellence in academic medicine. MAIN RESULTS There were 21 annual awards given to a total of 59 clinical award recipients, 60 research award recipients, and 154 teaching award recipients. Women received 28% of research awards, 29% of teaching awards and 10% of clinical awards. Gender distribution of total awards was similar to that of SOM full-time faculty except in the clinical awards category. Only one award reflected a shift in the culture of individual achievement to one of collaboration and team performance. CONCLUSION Examining both the recipients and content of awards is important to assure they reflect the current composition of diverse faculty and the evolving ideals of leadership and excellence in academic medicine. PMID:19727968

Undergraduate Research Summer Fellowships Undergo Change

NASA Astrophysics Data System (ADS)

Elgren, Timothy E.

2000-09-01

At the 22nd Annual Council Meeting of Council on Undergraduate Research (CUR), held this past June at the College of Wooster, the general council voted to make fundamental changes to the Undergraduate Research Summer Fellowship Program. The most important change is that awards will no longer be made to individual students. Instead, awards will be made to individual faculty member on the basis of applications written by faculty members comprised of a curriculum vitae, a description of the proposed research project, and the role of undergraduate collaborators in the proposed research activities. This change brings the program more in line with the overall CUR objective to support faculty in their efforts to provide research experiences for undergraduate students. Faculty members selected for awards will be asked to designate a student recipient at the time the funds are awarded, a key change to the fellowship program.

ePortfolio Assessment as Faculty Development: Gathering Reliable Data and Increasing Faculty Confidence

ERIC Educational Resources Information Center

Marshall, Margaret J.; Duffy, Ashlee Mills; Powell, Stephen; Bartlett, Lesley Erin

2017-01-01

An ePortfolio Assessment Institute (AI) structured as a faculty development opportunity was undertaken to increase faculty confidence in teaching and assessing ePortfolios and to collect reliable data about student performance on four learning outcomes associated with an institutionwide ePortfolio initiative. Faculty raters participated in the…

Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects

ERIC Educational Resources Information Center

Bedi, Shailoo; Waldie, Christine

2017-01-01

Academic librarians have always played an important role in providing research services and research-skills development to faculty in higher education. But that role is evolving to include the academic librarian as a unique and necessary research partner, practitioner, and participant in collaborative, grant-funded research projects. This article…

Expanding Library Support of Faculty Research: Exploring Readiness

ERIC Educational Resources Information Center

Brown, Jeanne M.; Tucker, Cory

2013-01-01

The changing research and information environment requires a reexamination of library support for research. This study considers research-related attitudes and practices to identify elements indicating readiness or resistance to expanding the library's role in research support. A survey of faculty conducted at the University of Nevada Las Vegas…

Educational Strategies to Improve Preventive Care

PubMed Central

Ross, R.G.

1992-01-01

Performance of the periodic health examination and related preventive maneuvers has been shown to be suboptimal by both residents and faculty. Research into methods of improving performance of the periodic health examination shows that a number of methods are available to remedy the lack of effective delivery of prevention by health professionals. An educational prescription based on a literature review is outlined. Specific educational objectives are discussed. PMID:21221260

Are university rankings useful to improve research? A systematic review

PubMed Central

Momani, Shaher

2018-01-01

Introduction Concerns about reproducibility and impact of research urge improvement initiatives. Current university ranking systems evaluate and compare universities on measures of academic and research performance. Although often useful for marketing purposes, the value of ranking systems when examining quality and outcomes is unclear. The purpose of this study was to evaluate usefulness of ranking systems and identify opportunities to support research quality and performance improvement. Methods A systematic review of university ranking systems was conducted to investigate research performance and academic quality measures. Eligibility requirements included: inclusion of at least 100 doctoral granting institutions, be currently produced on an ongoing basis and include both global and US universities, publish rank calculation methodology in English and independently calculate ranks. Ranking systems must also include some measures of research outcomes. Indicators were abstracted and contrasted with basic quality improvement requirements. Exploration of aggregation methods, validity of research and academic quality indicators, and suitability for quality improvement within ranking systems were also conducted. Results A total of 24 ranking systems were identified and 13 eligible ranking systems were evaluated. Six of the 13 rankings are 100% focused on research performance. For those reporting weighting, 76% of the total ranks are attributed to research indicators, with 24% attributed to academic or teaching quality. Seven systems rely on reputation surveys and/or faculty and alumni awards. Rankings influence academic choice yet research performance measures are the most weighted indicators. There are no generally accepted academic quality indicators in ranking systems. Discussion No single ranking system provides a comprehensive evaluation of research and academic quality. Utilizing a combined approach of the Leiden, Thomson Reuters Most Innovative Universities, and the SCImago ranking systems may provide institutions with a more effective feedback for research improvement. Rankings which extensively rely on subjective reputation and “luxury” indicators, such as award winning faculty or alumni who are high ranking executives, are not well suited for academic or research performance improvement initiatives. Future efforts should better explore measurement of the university research performance through comprehensive and standardized indicators. This paper could serve as a general literature citation when one or more of university ranking systems are used in efforts to improve academic prominence and research performance. PMID:29513762

A Multi-Level Examination of the Relationship between Student-Centered Faculty Teaching Culture and Spiritual Development in College

ERIC Educational Resources Information Center

Gehrke, Sean; Cole, Darnell

2017-01-01

The purpose of this study is to examine the extent to which faculty culture pertaining to student-centered pedagogy, student-faculty interactions, and faculty goals of enhancing spirituality is associated with spirituality in college students. While individual interactions with faculty have been the focus of spirituality research in recent years,…

Medical Education Partnership Initiative (MEPI) in Zimbabwe: Outcomes and Challenges

PubMed Central

Hakim, James G; Chidzonga, Midion M; Borok, Margaret Z; Nathoo, Kusum J; Matenga, Jonathan; Havranek, Edward; Cowan, Frances; Abas, Melanie; Aagaard, Eva; Connors, Susan; Nkomani, Sanele; Ndhlovu, Chiratidzo E; Matsika, Antony; Barry, Michele; Campbell, Thomas B

2018-01-01

Background: Sub-Saharan Africa has an inadequate number of health professionals, leading to a reduced capacity to respond to health challenges, including HIV/AIDS. From 2010 to 2015, the Medical Education Partnership Initiative (MEPI)—sponsored by the U.S. Presidents Emergency Plan for AIDS Relief (PEPFAR) and the National Institutes of Health (NIH)—was enthusiastically taken up by the University of Zimbabwe College of Health Sciences (UZCHS) and 12 other sub-Saharan African universities to develop models of training to improve medical education and research capacity. In this article, we describe the outcomes and challenges of MEPI in Zimbabwe. Methods: UZCHS in partnership with the University of Colorado, Denver; Stanford University; University of Cape Town; University College London; and King's College London designed the Novel Education Clinical Trainees and Researchers (NECTAR) program and 2 linked awards addressing cardiovascular disease and mental health to pursue MEPI objectives. A range of medical education and research capacity-focused programs were implemented, including faculty development, research support, mentored scholars, visiting professors, community-based education, information and technology support, cross-cutting curricula, and collaboration with partner universities and the ministries of health and education. We analyzed quantitative and qualitative data from several data sources, including annual surveys of faculty, students, and other stakeholders; workshop exit surveys; and key informant interviews with NECTAR administrators and leaders and the UZCHS dean. Findings: Improved Internet connectivity and electronic resource availability were early successes of NECTAR. Over the 5-year period, 69% (115 of 166) of faculty members attended at least 1 of 15 faculty development workshops. Forty-one faculty members underwent 1-year advanced faculty development training in medical education and leadership. Thirty-three mentored research scholars were trained under NECTAR, and 52 and 12 in cardiovascular and mental health programs, respectively. Twelve MEPI scholars had joined faculty by 2015. Full-time faculty grew by 36% (122 to 166), annual postgraduate and medical student enrollment increased by 61% (75 to 121) and 71% (123 to 210), respectively. To institutionalize and sustain MEPI innovations, the Research Support Center and the Department of Health Professions Education were established at UZCHS. Conclusion: MEPI has synergistically revitalized medical education, research capacity, and leadership at UZCHS. Investments in creating a new research center, health professions education department, and, programs have laid the foundation to help sustain faculty development and research capacity in the country. PMID:29602867

Students' Perceptions and Faculty Measured Competencies in Higher Education

ERIC Educational Resources Information Center

Malechwanzi, J. Muthiani; Lei, Hongde; Wang, Lu

2016-01-01

This study aims to investigate whether there is significant relationship between students' perceived faculty competencies and faculty evaluated competencies. The study identified four main dimensions for measuring faculty competencies namely: teaching, research, additional services and advising. This study adopted a mixed method design. The study…

Quest: A Hybrid Faculty Teaching and Learning Community

ERIC Educational Resources Information Center

Joseph, Siny; Oh, Jung; Ackerman, Patricia

2018-01-01

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

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

ERIC Educational Resources Information Center

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

2015-01-01

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

The Social and Political Structuring of Faculty Ethicality in Education

ERIC Educational Resources Information Center

Reybold, L. Earle

2008-01-01

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential…

Predicting the Satisfaction and Loyalty of Adjunct Faculty

ERIC Educational Resources Information Center

Hoyt, Jeff E.

2012-01-01

Satisfaction with the quality of students, autonomy, faculty support, honorarium, and preference for teaching were significant predictors of adjunct faculty loyalty. With the exception of autonomy, these factors along with a heavy teaching load, collaborative research with full-time faculty, and satisfaction with teaching schedule were predictive…

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,…

The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

NASA Astrophysics Data System (ADS)

Fox, L. K.; Singer, J.

2015-12-01

Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program.

PubMed

Morales, Danielle X; Grineski, Sara E; Collins, Timothy W

2016-01-01

In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs. © 2016 D. X. Morales 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).

75 FR 27737 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-18

...-Hays Training Grants: Doctoral Dissertation Research Abroad Program (CFDA Number 84.022A) and Faculty Research Abroad (CFDA Number 84.019A). Frequency: Annually. Affected Public: Not-for-profit institutions... Doctoral Dissertation Research Abroad and Faculty Research Abroad Programs are designed to contribute to...

Personality Factors Associated With Resident Performance: Results From 12 Accreditation Council for Graduate Medical Education Accredited Orthopaedic Surgery Programs.

PubMed

Phillips, Donna; Egol, Kenneth A; Maculatis, Martine C; Roloff, Kathryn S; Friedman, Alan M; Levine, Brett; Garfin, Steven; Schwartz, Alexandra; Sterling, Robert; Kuivila, Thomas; Paragioudakis, Steve J; Zuckerman, Joseph D

To understand the personality factors associated with orthopedic surgery resident performance. A prospective, cross-sectional survey of orthopedic surgery faculty that assessed their perceptions of the personality traits most highly associated with resident performance. Residents also completed a survey to determine their specific personality characteristics. A subset of faculty members rated the performance of those residents within their respective program on 5 dimensions. Multiple regression models tested the relationship between the set of resident personality measures and each aspect of performance; relative weights analyses were then performed to quantify the contribution of the individual personality measures to the total variance explained in each performance domain. Independent samples t-tests were conducted to examine differences between the personality characteristics of residents and those faculty identified as relevant to successful resident performance. Data were collected from 12 orthopedic surgery residency programs 1 throughout the United States. The level of clinical care provided by participating institutions varied. Data from 175 faculty members and 266 residents across 12 programs were analyzed. The personality features of residents were related to faculty evaluations of resident performance (for all, p < 0.01); the full set of personality measures accounted for 4%-11% of the variance in ratings of resident performance. Particularly, the characteristics of agreeableness, neuroticism, and learning approach were found to be most important for explaining resident performance. Additionally, there were significant differences between the personality features that faculty members identified as important for resident performance and the personality features that residents possessed. Personality assessments can predict orthopedic surgery resident performance. However, results suggest the traits that faculty members value or reward among residents could be different from the traits associated with improved resident performance. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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.

The role of the faculty mentor to the REU experience: insights from an international REU

NASA Astrophysics Data System (ADS)

Houser, C.; Cahill, A. T.; Lemmons, K.

2012-12-01

The Texas A&M REU in Costa Rica provides students with an opportunity to participate in research on the ecohydrology of a tropical pre-montane forest. The international and field components of this program require both that students to work in research clusters of several faculty and students, and that each of the clusters contribute to a primary research question of closing the water budget for a small watershed. Specifically, students and faculty participate in precipitation (P), evapotranspiration (E), hydrology (Q) or subsurface storage (DS) research clusters. It is argued that having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience and research question can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we have been conducting pre- and post-surveys, interviews, and focus groups to understand their experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip survey suggest that the undergraduate students are most concerned about their projects and show little no concern about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were significantly affected by their REU mentor relationship. One student said that by working closely with mentors, "you know that what you are doing and learning is pertinent because you are learning it from actual researchers." The overall results suggest that the student-to-mentor relationship created through these authentic experiences is highly influential in either encouraging or discouraging students to conduct future research and/or attend graduate school.

Working Conditions of Foreign Language Teachers: Results from a Pilot Survey

ERIC Educational Resources Information Center

Lopez-Gomez, Coral; Albright, Jeremy J.

2009-01-01

Recent research has consistently shown that teacher working conditions are highly predictive of faculty turnover and student performance. However, very little work investigates specifically the experiences of foreign-language instructors. This paper reports results from a pilot survey of language teachers in public and private schools from across…

Efficiency Analysis of Public Universities in Thailand

ERIC Educational Resources Information Center

Kantabutra, Saranya; Tang, John C. S.

2010-01-01

This paper examines the performance of Thai public universities in terms of efficiency, using a non-parametric approach called data envelopment analysis. Two efficiency models, the teaching efficiency model and the research efficiency model, are developed and the analysis is conducted at the faculty level. Further statistical analyses are also…

Distance Synchronous Information Systems Course Delivery

ERIC Educational Resources Information Center

Peslak, Alan R.; Lewis, Griffith R.; Aebli, Fred

2014-01-01

Teaching computer information systems via distance education is a challenge for both student and faculty. Much research work has been performed on methods of teaching via distance education. Today we are faced with a variety of options for course delivery. Asynchronous delivery via online or lesson instruction still remains most common. But…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Characteristics of mentoring relationships formed by medical students and faculty

PubMed Central

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

2012-01-01

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

Librarian-Faculty Collaboration on a Library Research Assignment and Module for College Experience Classes

ERIC Educational Resources Information Center

Keyes, Anne; Barbier, Pat

2013-01-01

A librarian and faculty member collaborated on creating a library research module for students in the faculty member's college success classes to help them learn the fundamentals of information literacy. Using the assignment "My Ideal Job," the students met four or more times with the librarian in a computer classroom to learn how to do…

USAF/SCEEE Summer Faculty Research Program (1979). Volume 2

DTIC Science & Technology

1979-12-01

Summer Faculty Research Program participants. The program designed to stimulate ’Ilk scientific and engineering interaction between university faculty...Prog., Dept. of Industrial Engineering Facility design and location theory University of Oklahoma and routing and distribution systems 202 W. Boyd...Theory & Assistant Professor of Management Adninistration, 1975 University of Akron S.ec aIty: Organization Design Akron, OH 44325 Assigned: AFBRMC

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

ERIC Educational Resources Information Center

Bouwma-Gearhart, Jana

2012-01-01

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

Assessment of Student and Faculty Mentor Perceptions of an International Undergraduate Research Program in Physical Geography

ERIC Educational Resources Information Center

Houser, Chris; Cahill, Anthony; Lemmons, Kelly

2014-01-01

In this study, we assess whether students and their faculty mentors in a Research Experience for Undergraduates program have similar perceptions about the relative importance of different outcomes of their study abroad experience. Results of a Q-analysis reveal a significant difference of opinion between the students and the faculty mentors. It is…

A Comparative Look at Student and Faculty Perceptions of Professors at a State College

ERIC Educational Resources Information Center

Duff, Suzanne M.

2017-01-01

Research shows that there is a disconnect between student and faculty perceptions in a range of areas. One area that has not been researched is comparing student and faculty perceptions regarding desirable and undesirable traits in professors. The purpose of this mixed methods study was to identify what students perceive are the most and least…

R&D Priorities for Educational Testing and Evaluation: The Testimony of the CRESST National Faculty.

ERIC Educational Resources Information Center

Herman, Joan L., Ed.

At the 1989 meeting of the National Faculty of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), faculty members were invited to present testimony on what they viewed as the most pressing research and policy issues in the fields of testing, evaluation, and standards. These views are expressed in this document,…

Correlation between Knowledge, Experience and Common Sense, with Critical Thinking Capability of Medical Faculty's Students at Indonesia Christian University

ERIC Educational Resources Information Center

Nadeak, Bernadetha

2015-01-01

This research discusses correlation between knowledge, experience and common sense with critical thinking of Medical Faculty's Student. As to the objective of this research is to find the correlation between knowledge, experience and common sense with critical thinking of Medical Faculty's Students at Christian University of Indonesia. It is…

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

ERIC Educational Resources Information Center

Doehler, Kirsten; Taylor, Laura; Smith, Jessalyn

2013-01-01

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

American Academic: A National Survey of Part-time/Adjunct Faculty. Volume 2

ERIC Educational Resources Information Center

American Federation of Teachers (NJ), 2010

2010-01-01

Plainly, part-time/adjunct faculty members now play a vital role in educating the nation's college students. Even so, the data and research on part-time/adjunct faculty members have tended to be pretty spotty. This survey, conducted by Hart Research Associates on behalf of the American Federation of Teachers, is one of the first nationwide…

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 Development Practices in Taiwan Higher Education.

ERIC Educational Resources Information Center

Flack, Bruce C.

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

Journal Usage at Department and Research Group Level

ERIC Educational Resources Information Center

McCullough, Ian

2016-01-01

Journal usage in the Department of Polymer Science at the University of Akron from 2006 to 2011 was determined by counting citations within faculty-supervised dissertations and faculty publications. Ranked title lists were created and correlations between journal usage in faculty publications and faculty-supervised dissertations were measured…

A Comparison of Student Success by Faculty Qualifications

ERIC Educational Resources Information Center

Garner, Kristine A.

2012-01-01

Providing the best qualified faculty to ensure the most successful student outcomes is a priority in higher education. The use of adjunct faculty in colleges and universities is continually increasing, especially for lower level courses. Previous research has come to conflicting conclusions regarding the quality of adjunct faculty. Indicators of…

Student and Faculty Beliefs about Nonsexual Social Relationship Boundaries in Higher Education

ERIC Educational Resources Information Center

Hoppe, Christina R.

2013-01-01

Little attention has been given to boundary issues surrounding student-faculty relationships in higher education. Researchers have indicated that students and faculty are both uncertain about the boundaries of their social relationships. Faculty teaching in psychology has also raised questions about how social relationships with students are…

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

ERIC Educational Resources Information Center

Hess, Micky

2002-01-01

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

A New Take on Program Planning: A Faculty Competencies Framework

ERIC Educational Resources Information Center

Sanford, Rania; Kinch, Amy Fowler

2016-01-01

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

Predictors of Job Satisfaction amongst Baccalaureate Nurse Faculty

ERIC Educational Resources Information Center

Overstreet, Lori M.

2017-01-01

The nursing shortage and the nurse faculty shortage are concomitantly connected. Considering the worsening shortage of nurse faculty, inquiry into factors which may influence the job satisfaction of faculty was warranted. The purpose of this quantitative correlational research study was to explore whether a significant relationship existed for…

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

ERIC Educational Resources Information Center

Alkarzon, Awni

2016-01-01

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

Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

ERIC Educational Resources Information Center

Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

2017-01-01

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

Beliefs about meditating among university students, faculty, and staff: a theory-based salient belief elicitation.

PubMed

Lederer, Alyssa M; Middlestadt, Susan E

2014-01-01

Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. N=96 students, faculty, and staff at a large midwestern university during spring 2012. A survey measured the RAA global constructs and elicited the beliefs underlying intention to meditate. Thematic and frequency analyses and multiple regression were performed. Quantitative analyses showed that intention to meditate was significantly predicted (R2=.632) by attitude, perceived norm, and perceived behavioral control. Qualitative analyses revealed advantages (eg, reduced stress; feeling calmer), disadvantages (eg, takes time; will not work), and facilitating circumstances (eg, having more time; having quiet space) of meditating. Results of this theory-based research suggest how college health professionals can encourage meditation practice through individual, interpersonal, and environmental interventions.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Genome Consortium for Active Teaching: Meeting the Goals of BIO2010

PubMed Central

Ledbetter, Mary Lee S.; Hoopes, Laura L.M.; Eckdahl, Todd T.; Heyer, Laurie J.; Rosenwald, Anne; Fowlks, Edison; Tonidandel, Scott; Bucholtz, Brooke; Gottfried, Gail

2007-01-01

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students. PMID:17548873

Genome Consortium for Active Teaching: meeting the goals of BIO2010.

PubMed

Campbell, A Malcolm; Ledbetter, Mary Lee S; Hoopes, Laura L M; Eckdahl, Todd T; Heyer, Laurie J; Rosenwald, Anne; Fowlks, Edison; Tonidandel, Scott; Bucholtz, Brooke; Gottfried, Gail

2007-01-01

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.

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

PubMed

Lwoga, Edda T; Questier, Frederik

2015-03-01

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

Female Faculty Role Models and Student Outcomes: A Caveat about Aggregation

ERIC Educational Resources Information Center

Johnson, Iryna Y.

2014-01-01

The idea that female faculty might serve as role models for female students has led to studies of the effect of female faculty on female student performance. Due to varying levels of aggregation of the measure of student exposure to female faculty--percentage of female faculty at an institution or department, percentage of classes taught by…

Effectiveness of a liaison program in meeting information needs of college of pharmacy faculty.

PubMed

Kramer, Sandra S; Martin, Jennifer R; Schlimgen, Joan B; Slack, Marion K; Martin, Jim

2011-01-01

This article describes the creation and implementation of focus groups to evaluate the effectiveness of a health sciences library's liaison program of the College of Pharmacy faculty and to better understand the faculty's information needs in order to design new and improved library services. The liaison services support the teaching and research needs of faculty and students through literature research, classroom teaching, and an extensive library collection of pharmacy literature. Focus group results demonstrated a high level of satisfaction with library liaison services and collections. Opportunities exist for expanded interaction with graduate students and greater marketing of library services to increase faculty awareness of specific library programs.

A Study of Faculty Perception of the Implementation of the Articulated Faculty Concept. Self-Study Report No. 3. Institutional Research Series 1981.

ERIC Educational Resources Information Center

Zimmerman, Woodford W.

In 1975 and 1981, surveys were conducted at the Lima regional campus of Ohio State University (OSU) to determine the perceptions of tenured and nontenured faculty with regard to the articulated faculty concept, whereby regional campus instructors are fully affiliated with academic departments at the OSU central campus. Faculty were asked to…