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Engaging External Senior Faculty Members as Faculty Mentors

Haines, Seena L.; Popovich, Nicholas G.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 EN
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A small nonprofit private college with limited resources and a high proportion of junior faculty developed a nontraditional external faculty mentor program in the summer of 2011 in response to the American Association of Colleges of Pharmacy (AACP) faculty survey data regarding the professional development needs of pharmacy faculty members. Experienced faculty members with national reputations from other colleges and schools of pharmacy were hired as consultants to serve as mentors for assigned faculty members. Program goals were to provide directed, individual mentorship for pharmacy practice and basic science faculty members, expand peer review of faculty teaching prowess, and enhance monthly faculty development programming. The latter was based upon the specific needs assessment of the faculty. Program outcomes reported will include faculty satisfaction (AACP faculty survey data) changes over time, achievement of board certification for clinical faculty members and other credentialing, and other benchmarks, eg, publications, grant funding, service engagement (site development, professional organizations), after the implementation of the nontraditional faculty-mentoring program.

A Collaboration Among Health Sciences Schools to Enhance Faculty Development in Teaching

Sicat, Brigitte L.; O’Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K.; Marlowe, Elizabeth P.; Pellegrini, Joan M.; Shuford, Veronica P.; Simons, Dianne F.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 17/06/2014 EN
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36.84%
Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College

Arneson, Eric E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
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The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching...

Annual Calendar

Queen's University (Kingston, Ont.). Faculty of Education
Fonte: Queen's University. Faculty of Education Publicador: Queen's University. Faculty of Education
Tipo: Objeto de Aprendizagem Formato: 2530394 bytes; 2789439 bytes; 4118066 bytes; 4078855 bytes; 4226258 bytes; 1431881 bytes; 1348878 bytes; 2556159 bytes; 2379047 bytes; 2443905 bytes; application/pdf; application/pdf; application/pdf; application/pdf; application/pdf; application/pdf; app
EN
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Queen's University, Faculty of Education course calendars, 1910-1920.

Proposed Revision to Policy E4.0 - Faculty Employment Policies

Faculty Affairs Committtee; K. Waterstram-Rich, Chair
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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Proposed Revisions to Policy E4.0 (Faculty Employment Policies)

Proposed Revision to Policy E4 - Faculty Employment Policies - AS Discussion and Vote on April 14 2011

Faculty Affairs Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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Proposed Revision to Policy E4.0 (Faculty Employment Policies)for AS Discussion and Vote on April 14 2011

E17.0 (Faculty Leave of Absence) Proposed Revisions for Dec 1, 2011 AS Meeting (Discussion & Vote)

Faculty Affairs Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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E17.0 (Faculty Leave of Absence) Proposed Revisions for Dec 1, 2011 AS Meeting (Discussion & Vote)

Overview of Changes to E17.0 (Faculty Leave of Absence Policy) - Presented to AS on 12/01/2011

Faculty Affairs Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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Overview of Changes to E17.0 - Faculty Leave of Absence (Presented to AS 12/01/2011)

Proposed Policy E17.0 (Faculty Leave of Absence) - Clean Copy with Revisions

Faculty Affairs Committee (K. Waterstram-Rich, Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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E17.0 (Faculty Leave of Absence) Proposed Revisions for Dec 15, 2011 AS Meeting (Discussion & Vote)

Faculty Affarirs Documents for the Final Report for the May 13, 2010 Academic Senate Meeting [Action Items]

Waterstram-Rich, Kristen; Faculty Affairs Committee Members
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Presentation; Working Paper
EN_US
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Faculty Affairs Committee Documents for the Academic Senate Meeting on May 13, 2010

Proposed Policy E18.0 (Faculty Leave)

Faculty Affairs Committee; Waterstram-Rich, Kristen (FAC Chair); Policano, Tom (FAC Member)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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Proposed Policy E18.0 (Faculty Leave)

Proposed Policy E13.0 (Faculty Salary)

Faculty Affairs Committee; Waterstram-Rich, Kristen (FAC Chair); Rothenberg, Sandra (FAC Member)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
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Proposed Policy E13.0 (Faculty Salary)

E6.0 Policy (Faculty Rank) - Current Policy with added portion on Promotion that was approved by Senate spring 2011

Faculty Affairs Committee (K. Waterstram-Rich, Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.54%
E6.0 Policy (Faculty Rank) - Current Policy with added portion on Promotion that was approved by Senate spring 2011

E6.0 (Faculty Rank) - Proposed Revisions for March 29 2012 AS meeting

Faculty Affairs Committee (K. Waterstram-Rich, Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.54%
E6.0 (Faculty Rank) - Proposed Revisions for March 29 2012 AS meeting

Proposed Policy E6.0 (Faculty Rank) to be voted on at the April 5, 2012 AS meeting

Faculty Affairs Committee, Kristen Waterstram-Rich (FAC Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.54%
Proposed Policy E6.0 (Faculty Rank) to be voted on at the April 5, 2012 AS meeting

Proposed Policy E18.0 (Faculty Leave) - Presented at the April 19, 2012 AS Meeting

Faculty Affairs Committee; Waterstram-Rich, Kristen (Chair)
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
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Proposed Policy E18.0 (Faculty Leave) - Presented at the April 19, 2012 AS Meeting

Developing an example-based faculty training course

Vignare, Karen; Trippe, Anthony
Fonte: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience. Publicador: The Eighth Sloan-C International Conference on Asynchronous Learning Networks (ALN): The Power of Online Learning: The Faculty Experience.
Tipo: Relatório Formato: 77422 bytes; application/pdf
EN_US
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Developing an example-based faculty training course Karen K. Vignare Anthony P. Trippe Rochester Institute of Technology Abstract In an effort to attract and retain students, higher education distance learning organizations are coming to realize the importance of faculty training and support. Research has shown that one of the factors highly correlated to student retention in the online environment is faculty performance. (1) It is generally accepted that there is also a connection between student satisfaction with faculty performance and student learning. (2) (3) Student satisfaction rises when students are challenged by the faculty and interested in the material. The presence of knowledgeable, experienced, personable, confident and most importantly well-trained faculty creates a classroom environment which produces student interaction and ultimately leads to a high level of student satisfaction with the entire learning experience. This paper/presentation describes lessons learned in the development of a faculty training course intended for faculty who plan to present their first online course. The course detailed in this paper is based upon the principle of placing the new faculty member in the role of a student. Typical students are motivated and they are adults. We tell students...

Outstanding Teaching Award for Non-Tenure -Track Faculty

Faculty Affairs Committee; Waterstram-Rich (Chair of FAC), Kristen
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Final Paper
EN_US
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Outstanding Teaching Award for Non-Tenure-Track Faculty

Proposed Policy E24.0 (Faculty Grievance) and Current Policy E24.0 (April 16, 2015)

Waterstram-Rich, Kristen FAC Chair; Faculty Affairs Committee
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.54%
Proposed Policy E24.0 (Faculty Grievance) and Current Policy (4/16/2015)

Proposed Policy E18.0 (Faculty Leave for Professional/Career Development)

Faculty Affairs Committee; Waterstram-Rich, Kristen
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
46.54%
Proposed Policy E18.0 (Faculty Leave for Professional/Career Development)