Measuring the impact of a new faculty program using institutional data

2017 ◽  
Vol 23 (2) ◽  
pp. 72-85 ◽  
Author(s):  
Deborah S. Meizlish ◽  
Mary C. Wright ◽  
Joseph Howard ◽  
Matthew L. Kaplan
Keyword(s):  
New Faculty ◽  
Institutional Data ◽  
The Impact

Understanding the Links between Mentoring and Self-Efficacy in the New Generation of Women STEM Scholars

2010 ◽  
pp. 97-117 ◽  
Author(s):  
Elizabeth Yost ◽  
Donna M. Handley ◽  
Shelia R. Cotten ◽  
Vicki Winstead
Keyword(s):  
Self Efficacy ◽  
Mentoring Programs ◽  
National Study ◽  
Stem Fields ◽  
New Faculty ◽  
Gender Inequity ◽  
Mentoring Practices ◽  
Using Data ◽  
New Generation ◽  
The Impact

American colleges and universities are in need of innovative approaches to recruit and retain the upcoming generation of new faculty members. Specifically within the STEM (Science, Technology, Engineering, and Math) fields, there is an additional need to focus on meeting the needs of women in order to begin to address gender inequity within STEM. This chapter examines the impact of mentoring on self-efficacy for female graduate students and post doctoral fellows in STEM fields. Using data from a national study of selected U.S. academic institutions, recommendations are made in order to enhance mentoring practices that will reduce the barriers women face within STEM fields. Quality mentoring programs represent a viable way to enhance institutional change that may result in increased numbers of women in STEM fields.

scholarly journals New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Aditi Puri ◽  
Daren Graves ◽  
Arlene Lowenstein ◽  
Lily Hsu
Keyword(s):  
Academic Success ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Mentoring Programs ◽  
New Faculty ◽  
Terminal Degree ◽  
Development Initiatives ◽  
The Impact ◽  
Hygiene Theory

New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.

scholarly journals How Well Do Undergraduate Research Programs Promote Engagement and Success of Students?

2011 ◽  
Vol 10 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Marcus Fechheimer ◽  
Karen Webber ◽  
Pamela B. Kleiber
Keyword(s):  
Student Success ◽  
Undergraduate Research ◽  
Operational Definition ◽  
Potential Contribution ◽  
Research Experience ◽  
Grade Point ◽  
University Of Georgia ◽  
Institutional Data ◽  
The University ◽  
The Impact

Assessment of undergraduate research (UR) programs using participant surveys has produced a wealth of information about design, implementation, and perceived benefits of UR programs. However, measurement of student participation university wide, and the potential contribution of research experience to student success, also require the study of extrinsic measures. In this essay, institutional data on student credit-hour generation and grade point average (GPA) from the University of Georgia are used to approach these questions. Institutional data provide a measure of annual enrollment in UR classes in diverse disciplines. This operational definition allows accurate and retrospective analysis, but does not measure all modes of engagement in UR. Cumulative GPA is proposed as a quantitative extrinsic measure of student success. Initial results show that extended participation in research for more than a single semester is correlated with an increase in GPA, even after using SAT to control for the initial ability level of the students. While the authors acknowledge that correlation does not prove causality, continued efforts to measure the impact of UR programs on student outcomes using GPA or an alternate extrinsic measure is needed for development of evidence-based programmatic recommendations.

scholarly journals Collaboration between faculty members and the Center for teaching and learning at Polytechnique Montreal

2013 ◽  
Author(s):  
Anastassis Kozanitis ◽  
Lina Forest
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Full Time ◽  
New Faculty ◽  
Use Of Technology ◽  
Orientation Training ◽  
The Impact

The Center for teaching and learning at Polytechnique Montreal (PM) was created in 1977. Its mission is to encourage and help instructors to improve their teaching, and ultimately, contribute to improve student learning at both undergraduate and graduate levels. Among its many activities, the CTL provides a compulsory orientation, training, and integration program for new faculty members; offers consultations, workshops, and conferences; manages grants for pedagogical initiatives; and conducts house studies on pedagogical or academic issues. With time, CTL has had the opportunity to collaborate with PM leaders and faculty members, on a number of issues. For example, it has conducted house studies on the following topics: students’ learning strategies; students’ motivation to learn within different pedagogies (project-based; e-learning; traditional lecturing); three year follow-up study on the impact the revised programs have had on student learning and retention. CTL has published many articles whether in scientific or professional journals. CTL encourages and provides support for faculty members that publish in general or discipline specific engineering education journals. PM also funds and conducts engineering education research projects with the MATI (Maison des Technologie, house of technologies), specifically on the use of technology in the classroom and innovative pedagogy. MATI is a three-way partnership between HEC Montreal, University of Montreal and PM. They are currently working on the e-portfolio for the development of professional attributes in engineering. PM has also created a new category of instructors, called “chargé d’enseignement”. Their job is to teach full time at the undergraduate level. What sets them apart from ordinary part time instructors is that they must conduct research on their teaching, and actively participate in engineering education conferences. Finally, PM is contemplating allocating a chair for the scholarship of teaching and learning. This chair would be under a faculty member’ responsibility, and would help fund research on engineering education. It would also allow hiring PhD and master’s degree students.

scholarly journals Designing the Cyberinfrastructure for Spatial Data Curation, Visualization, and Sharing

10.29173/iq11 ◽  
2017 ◽  
Vol 41 (1-4) ◽  
pp. 15 ◽  
Author(s):  
Yue Li ◽  
Nicole Kong ◽  
Stanislav Pejša
Keyword(s):  
Spatial Data ◽  
Spatial Information ◽  
Data Curation ◽  
Data Repository ◽  
Health Humanities ◽  
Web Mapping ◽  
Web Map ◽  
Institutional Data ◽  
The Impact ◽  
The Web

Widely used across disciplines such as natural resources, social sciences, public health, humanities, and economics, spatial data is an important component in many studies and has promoted interdisciplinary research development. Though an institutional data repository provides a great solution for data curation, preservation, and sharing, it usually lacks the spatial visualization capability, which limits the use of spatial data to professionals. To increase the impact of research-generated spatial data and truly turn them into digital maps for a broader user base, we have designed and developed the workflow and cyberinfrastructure to extend the current capability of our institutional data repository by visualizing the spatial data on the web. In this project, we added a GIS server to the original institutional data repository cyberinfrastructure, which enables web map services. Then, through a web mapping API, we visualized the spatial data as an interactive web map and embedded in the data repository web page. From the user’s perspective, researchers can still identify, cite and reuse the dataset by downloading the data and metadata and the DOI offered by the data repository. General information users can also browse the web maps to find location-based information. In addition, these data was ingested into the spatial data portal to increase the discoverability for spatial information users. Initial usage statistics suggest that this cyberinfrastructure has greatly improved the spatial data usage and extended the institutional data repository to facilitate spatial data sharing.

scholarly journals How Are We Doing? Data Access and Replication in Political Science

2016 ◽  
Vol 49 (02) ◽  
pp. 268-272 ◽  
Author(s):  
Ellen M. Key
Keyword(s):  
Political Science ◽  
Data Access ◽  
Data Availability ◽  
Data Repositories ◽  
Institutional Data ◽  
Technological Advances ◽  
Research Transparency ◽  
The Cost ◽  
The Impact ◽  
Mandatory Provision

ABSTRACTData access and research transparency (DA-RT) is a growing concern for the discipline. Technological advances have greatly reduced the cost of sharing data, enabling full replication archives consisting of data and code to be shared on individual websites, as well as journal archives and institutional data repositories. But how do we ensure that scholars take advantage of these resources to share their replication archives? Moreover, are the costs of research transparency borne by individuals or by journals? This article assesses the impact of journal replication policies on data availability and finds that articles published in journals with mandatory provision policies are 24 times more likely to have replication materials available than articles those with no requirements.

scholarly journals The role of the Kazan university in formation of medical faculty at Novorossiysk university

2014 ◽  
Vol 95 (2) ◽  
pp. 169-174
Author(s):  
K K Vasilyev ◽  
Y K Vasilyev
Keyword(s):  
Internal Medicine ◽  
Teaching Hospital ◽  
Assistant Professor ◽  
Medical Faculty ◽  
State University ◽  
New Faculty ◽  
National Medical ◽  
Mental Diseases ◽  
Medical University ◽  
The Impact

The medical faculty at Novorossiysk University in Odessa (nowadays - Odessa National Medical University) was established in 1900. The aim of the review is to outline the impact of medical scientists from Kazan University on forming the lecturing staff of the medical faculty in Odessa. The article reviews previously published and newly discovered source data. The first head of the department of diagnostic medicine and propaedeutics of the medical faculty was Sergey Vasilyevich Levashov, professor of Kazan University. He took up the position of professor at the department of internal medicine of the teaching hospital of Kazan University in June of 1886. In January of 1903, he was transferred to Novorossiysk University, which was a solid addition for the new faculty. Professor Leontiy Ivanovich Uskov followed professor Levashov on his way from Kazan to Odessa. In 1889 he graduated from gymnasium in Tambov, in 1894 - from medical faculty of Kazan State University magna cum laude, worked as a military doctor, since 1900 - as an ordinary resident of professor Levashov at the department of internal medicine of the teaching hospital of Kazan University. In 1903, Professor Nikolay Mikhaylovich Popov (in 1894-1903 - professor of the department of mental diseases at Kazan University) also transferred to Odessa. Professor Popov was the founder and the first head of the department of neurology and mental diseases in Odessa. Alexey Erastovich Yanishevsky, who was the student of Professor N.M. Popov in Kazan, followed him to Odessa. Another student of Professor Popov, Vladimir Nikolaevich Obraztsov, who graduated from medical faculty of Kazan University in 1898 and was recommended by Professor Popov for extraordinary residency at the department of mental diseases at Kazan University a year after, transferred to Odessa in 1904. Another alumnus of Kazan University, Bronislav Ivanovich Vorotynsky, was teaching at Novorossiysk University. In 1901 he left the position of extraordinary assistant professor of the department of mental diseases at Kazan University after being appointed as a head doctor of the Odessa city mental hospital; since 1905 he was a freelance university lecturer of the department of neurology and mental diseases at Novorossiysk University. Therefore, the lecturing staff of one of the country’s oldest medical schools contributed to establishing the new site of higher medical education in Russia.

scholarly journals Afterimages

2021 ◽  
Vol 8 (4) ◽  
pp. 76-86
Author(s):  
Madeleine Snowdon
Keyword(s):  
Built Environment ◽  
Student Experience ◽  
New Faculty ◽  
Central Focus ◽  
The Past ◽  
The Arts ◽  
Global Pandemic ◽  
The Impact ◽  
Initial Exploration

Afterimages is a series of artwork I developed after becoming involved in the Then & Now: Arts at Warwick project from initial exploration of the Modern Record Centre’s archive. The construction of the new Faculty of the Arts building is the central focus for my work, which is interested in the impact that communities have on their spaces and vice versa. This article aims to discuss and analyse the concepts presented in Afterimages and the process of creating the work. This includes the methodological influences of psychogeography, the architectural theories of Léon Krier, and the contextualisation of the work amid the global pandemic. Following the events of the past six months, much of the student experience of Warwick has moved online. In light of this, this article also seeks to reflect upon how this shift in community has impacted elements of the artwork and its investigation into the built environment. 

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