There are no awards for surviving racism, sexism, and ageism in the academy: contemplations of a senior faculty member

This paper describes a course designed to provide hands-on teaching experience to future professors and to incorporate techniques for more effective teaching. A team of Ph.D. candidates, under the direction of a senior faculty member, prepared a new course from beginning to end and then offered it to a class of graduate students. The course was developed using the unit map concept so that the presentations by the five student-instructors complemented and built upon one another. Immediately after each class, feedback was given to the student-instructors by the faculty advisor and the other student-instructors. Review of video tapes of the lecture reinforced this feedback. At the completion of the course, both students and student-instructors were surveyed as to the effectiveness of the course and the student-instructors. This teaching experience and the feedback obtained from the surveys will be invaluable to the student-instructors in their future development.

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The Lone Ranger, Tonto, and Katherine: What Is the Script for a Senior Faculty Member?

Qualitative Inquiry ◽

10.1177/1077800419838588 ◽

2019 ◽

Vol 26 (3-4) ◽

pp. 379-387 ◽

Cited By ~ 1

Author(s):

Katherine Grace Hendrix

Keyword(s):

Faculty Member ◽

Methodological Approach ◽

Self Concept ◽

Senior Faculty ◽

New Knowledge ◽

Senior Faculty Member

The qualitative methodological approach of autoethnography is used to compose a narrative relating to my experiences at this stage in my career. More specifically, my inner thoughts as a senior faculty member, nearing the end of her career, are laid bare for the audience. The conflictual nature of deciding when, how, and whether to make an exit is shared across four themes: self-concept, new knowledge, aging, and retirement.

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Publishing as Resident Education: The ASCP Model Psychopharmacology Curriculum

European Psychiatry ◽

10.1016/s0924-9338(09)71172-1 ◽

2009 ◽

Vol 24 (S1) ◽

pp. 1-1

Author(s):

V. Madaan ◽

C. Kratochvil

Keyword(s):

Faculty Member ◽

Child Psychiatry ◽

Core Competencies ◽

Clinical Psychopharmacology ◽

Medical Knowledge ◽

Evidence Based ◽

Senior Faculty ◽

Educational Models ◽

Editorial Work ◽

Senior Faculty Member

The ACGME has defined six core competencies for residents, including medical knowledge, practice-based learning and improvement, professionalism, and interpersonal and communication skills. While clinical learning and experience contribute to improving interpersonal skills, professionalism, and general medical knowledge, residents and training programs struggle with educational models that help address more rigorous education in evidence-based medicine and scholarly projects. In this regard, we developed a collaborative academic project for a resident and faculty member that exemplifies these ACGME requirements in a practical and purposeful manner. This project was aimed to enhance the resident's psychopharmacology knowledge, learn evidence based child psychiatry, and develop writing and editing skills; a means to improve clinical as well as academic abilities.One senior faculty member and one child psychiatry resident were invited to become section editors for the child and adolescent section of the American Society of Clinical Psychopharmacology Model Psychopharmacology Curriculum for psychiatry residents. Authors from various university programs nationally, prepared or revised lectures based on their expertise and areas of interest. The authors were provided with as much support and assistance as they desired from the section editors. The resident author/editor met in person with the faculty to plan the project and routinely throughout the process, with frequent e-mail communication throughout the writing and editorial work. After submission of lectures, the section was reviewed and revised by the resident and faculty editors, and submitted for publication. This mentorship experience with psychopharmacology curriculum is an exciting tool that will continue through biennial revisions.

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Teaching Technology to Digital Immigrants

Instructional Design ◽

10.4018/978-1-60960-503-2.ch405 ◽

2011 ◽

pp. 870-879

Author(s):

Danika Rockett ◽

Tamara Powell ◽

Amy Massey Vessel ◽

Kimberly Kimbell-Lopez ◽

Carrice Cummins ◽

...

Keyword(s):

Adult Education ◽

Instructional Technology ◽

Faculty Member ◽

Technology Skills ◽

Digital Immigrants ◽

Senior Faculty ◽

Disaster Plan ◽

Teaching Technology ◽

Hurricanes Katrina And Rita ◽

The University

Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that classes can continue in the event of a catastrophe. Those faculty called upon to assist their peers in complying with the directives are often chosen only because they are more comfortable than others with technology. Often, trainees are uncomfortable in such training, and senior faculty, often later “digital immigrants,” can be resentful. The researchers and authors of this paper have garnered $443,658 in grants involving training faculty in instructional technology. Through their experiences, the authors and researchers have isolated seven key practices that make such training successful. This article describes those practices and supports the findings of the primary research with secondary research on andragogy and Marc Prensky’s ideas of the literacy divide that exists between “digital natives” and “digital immigrants.” By considering the basic tenets of adult education, we can be better facilitators of valuable training sessions that will bridge the digital divide.

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Post-graduate scholars can publish Compended-Guides to the literature of their fields using Knowledge-Step Forums

10.7287/peerj.preprints.1568v11 ◽

2016 ◽

Author(s):

Don L Jewett

Keyword(s):

English Language ◽

Information Dissemination ◽

Scientific Publication ◽

Senior Faculty ◽

Digital Medium ◽

Web Based ◽

Surgical Residents ◽

New Ideas ◽

Senior Faculty Member ◽

The Web

ABSTRACT "Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of current scientific publication and information-dissemination, internet "publication" is still paper-based in its style and methods, even when it uses a digital medium. Such a paper-based publishing "model" is NOT adequate for a Web-based world. In 2006, an estimated 3,700 peer-reviewed scientific articles were published per day (Bjork2009)! This totals about 1.35 million articles per year. A similar estimate for 2011 was 1.8 million (Outsell2013), which is almost 5,000 per day. The total number of English-language scholarly documents accessible on the Web was estimated in 2014 to be at least 114 million (Khabsa2014). The methods and features described here are clearly needed now, and will be absolutely necessary in the future, when even more articles are available. In this context of an overload of information from scientific articles, described here is the idea of Knowledge-Step Forums as the basis for creating new peer-reviewed, compended "Literature-Guides", each on a very narrow topic and in a MultiLevel Format (Knowledge-Step Compendia). A multitude of Forum-Compendors, who need not be a senior faculty member (as is the case in traditional literature-reviews), but can be pre-docs, post-docs, and senior medical/surgical residents, will be aided by their mentors and online experts to create these Knowledge-Step Compendia. All participants (students and faculty) will be motivated by their own self-interest and thus each gains from the activity, it being a means to self-organize groups of like-minded scholars that can be the basis for reviews of new data, discovering new ideas, and finding jobs. The Software for Knowledge-Step Forums will also be useful to speed publication on the Web because it will easily support Publication of Preprints with automatic collection of online "peer-review" comments.

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Considering Jumping Ship? A Pirate Looks At Retirement

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v4i8.5610 ◽

2011 ◽

Vol 4 (8) ◽

pp. 1

Author(s):

Bob G. Kilpatrick

Keyword(s):

Pension Plan ◽

Defined Benefit ◽

Defined Contribution ◽

State University ◽

Senior Faculty ◽

Budget Cuts ◽

Faculty Position ◽

Maximum Benefit ◽

Senior Faculty Member ◽

The Right

If youre like me, a senior faculty member at a public state university facing significant budget cuts, recently youve probably thought about leaving your current position for another faculty position in a different state. A possible reason for considering jumping ship is envisioning a clearer picture of your retirement as it nears on the horizon a retirement that does not look quite what you had projected ten years ago, due to the that fact that you elected the defined contribution (DC) plan (often referred to as an optional or alternate retirement plan at universities) rather than the traditional defined benefit (DB) state employee pension plan when you first arrived at your university 20-odd years ago (which was the right choice, at that time, given the information availablekeep reminding yourself of that), and then seeing the value of that retirement account drop considerably two-three years ago. Although your retirement account may have mostly recovered, there are still those lost years of growth that may have you second-guessing your previous decision. Alas, that decision cannot be undone, but a new decision can be created by moving to another state. It is this possible decision that is the topic of this paper. What factors should be considered in choosing between the traditional DB plan and the optional DC plan for an individual who cannot necessarily reach the maximum benefit under the DB plan?

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When scholars use Knowledge-Step Forums to create Web-Compended Guides to the literature of their fields, paradigm-shifts will occur in the processes of knowledge creation and in graduate education.

10.7287/peerj.preprints.1568 ◽

2017 ◽

Author(s):

Don L Jewett

Keyword(s):

English Language ◽

Information Dissemination ◽

Web Search ◽

Information Overload ◽

Scientific Publication ◽

Paradigm Shifts ◽

Senior Faculty ◽

Web Based ◽

Senior Faculty Member ◽

The Web

"Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of current scientific publication and information-dissemination, internet "publication" is still paper-based in its style and methods. As will become painfully obvious, such a paper-based "publishing model" is NOT adequate for a Web-based world. Consider that in 2011, an estimated 5,000 peer-reviewed scientific articles were published per day (Outsell2013), and that in 2014 just the English-language scholarly publications on the Web were about 4,900 per day. In 1980, the distinguished scientist Garrett Hardin wrote [Hardin1980]:"Who can keep up with such a torrent? When I was young and foolish I vowed that I would read all the articles in my small field of science. Discovering that this was impossible, I tried to read all the abstracts. That, too, proved too much. Now I know that I cannot even read all the titles." To help reduce scholarly information-overload, this article proposes using Knowledge-Step Forums for the purpose of creating a new type scholarly publication, Web-based Compendia. Each Compendium is about a very narrow topic and is presented in a MultiLevel Format. When all these features are combined, the scholarly article is called a Knowledge-Step Compendium, and it is posted on the Web by the scholar, either on an institutional server, or on one of many web-hosting servers. Web-search engines will be automatically notified about the new posting (and later changes, too). Forum-Compendors need not be a senior faculty member (as is the case in traditional literature-reviews), but can be pre-docs, post-docs, and senior medical/surgical residents. These graduate-students will be aided by their mentors and online experts to create these Knowledge-Step Compendia. All participants (students and faculty) will be motivated by their own self-interest and everyone gains from the activity, which self-organizes groups of like-minded scholars. Such groups can be the basis for early reviews of new data, for discovering new ideas, and for finding jobs. Knowledge-Step Forums will speed publication on the Web because it will easily support Publication of Preprints using the software's automatic collection of online "peer-review" comments. In order for the Internet to be an efficient searchable repository of current and developing knowledge, one additional feature will be needed: ForwardLinks must be available in any given publication to those articles that, in the future, cite the given publication, as fully described in a Supplement to this article. Open-source software for this functionality should be on all Web-servers that contain scholarly articles, so as to make the WWW a distributed web full of linkages, of both ForwardLinks and RetroLinks.

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When scholars use Knowledge-Step Forums to create Web-Compended Guides to the literature of their fields, paradigm-shifts will occur in the processes of knowledge creation and in graduate education.

10.7287/peerj.preprints.1568v13 ◽

2017 ◽

Author(s):

Don L Jewett

Keyword(s):

English Language ◽

Information Dissemination ◽

Web Search ◽

Information Overload ◽

Scientific Publication ◽

Paradigm Shifts ◽

Senior Faculty ◽

Web Based ◽

Senior Faculty Member ◽

The Web

"Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of current scientific publication and information-dissemination, internet "publication" is still paper-based in its style and methods. As will become painfully obvious, such a paper-based "publishing model" is NOT adequate for a Web-based world. Consider that in 2011, an estimated 5,000 peer-reviewed scientific articles were published per day (Outsell2013), and that in 2014 just the English-language scholarly publications on the Web were about 4,900 per day. In 1980, the distinguished scientist Garrett Hardin wrote [Hardin1980]:"Who can keep up with such a torrent? When I was young and foolish I vowed that I would read all the articles in my small field of science. Discovering that this was impossible, I tried to read all the abstracts. That, too, proved too much. Now I know that I cannot even read all the titles." To help reduce scholarly information-overload, this article proposes using Knowledge-Step Forums for the purpose of creating a new type scholarly publication, Web-based Compendia. Each Compendium is about a very narrow topic and is presented in a MultiLevel Format. When all these features are combined, the scholarly article is called a Knowledge-Step Compendium, and it is posted on the Web by the scholar, either on an institutional server, or on one of many web-hosting servers. Web-search engines will be automatically notified about the new posting (and later changes, too). Forum-Compendors need not be a senior faculty member (as is the case in traditional literature-reviews), but can be pre-docs, post-docs, and senior medical/surgical residents. These graduate-students will be aided by their mentors and online experts to create these Knowledge-Step Compendia. All participants (students and faculty) will be motivated by their own self-interest and everyone gains from the activity, which self-organizes groups of like-minded scholars. Such groups can be the basis for early reviews of new data, for discovering new ideas, and for finding jobs. Knowledge-Step Forums will speed publication on the Web because it will easily support Publication of Preprints using the software's automatic collection of online "peer-review" comments. In order for the Internet to be an efficient searchable repository of current and developing knowledge, one additional feature will be needed: ForwardLinks must be available in any given publication to those articles that, in the future, cite the given publication, as fully described in a Supplement to this article. Open-source software for this functionality should be on all Web-servers that contain scholarly articles, so as to make the WWW a distributed web full of linkages, of both ForwardLinks and RetroLinks.

Download Full-text

Post-graduate scholars can publish Compended-Guides to the literature of their fields using Knowledge-Step Forums

10.7287/peerj.preprints.1568v12 ◽

2016 ◽

Author(s):

Don L Jewett

Keyword(s):

English Language ◽

Information Dissemination ◽

Scientific Publication ◽

Senior Faculty ◽

Digital Medium ◽

Web Based ◽

Surgical Residents ◽

New Ideas ◽

Senior Faculty Member ◽

The Web

ABSTRACT "Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of current scientific publication and information-dissemination, internet "publication" is still paper-based in its style and methods, even when it uses a digital medium. Such a paper-based publishing "model" is NOT adequate for a Web-based world. In 2006, an estimated 3,700 peer-reviewed scientific articles were published per day (Bjork2009)! This totals about 1.35 million articles per year. A similar estimate for 2011 was 1.8 million (Outsell2013), which is almost 5,000 per day. The total number of English-language scholarly documents accessible on the Web was estimated in 2014 to be at least 114 million (Khabsa2014). The methods and features described here are clearly needed now, and will be absolutely necessary in the future, when even more articles are available. In this context of an overload of information from scientific articles, described here is the idea of Knowledge-Step Forums as the basis for creating new peer-reviewed, compended "Literature-Guides", each on a very narrow topic and in a MultiLevel Format (Knowledge-Step Compendia). A multitude of Forum-Compendors, who need not be a senior faculty member (as is the case in traditional literature-reviews), but can be pre-docs, post-docs, and senior medical/surgical residents, will be aided by their mentors and online experts to create these Knowledge-Step Compendia. All participants (students and faculty) will be motivated by their own self-interest and thus each gains from the activity, it being a means to self-organize groups of like-minded scholars that can be the basis for reviews of new data, discovering new ideas, and finding jobs. The Software for Knowledge-Step Forums will also be useful to speed publication on the Web because it will easily support Publication of Preprints with automatic collection of online "peer-review" comments.

Download Full-text

Teaching Technology to Digital Immigrants

Adult Learning in the Digital Age ◽

10.4018/978-1-60566-828-4.ch016 ◽

2010 ◽

pp. 178-187

Author(s):

Danika Rockett ◽

Tamara Powell ◽

Amy Massey Vessel ◽

Kimberly Kimbell-Lopez ◽

Carrice Cummins ◽

...

Keyword(s):

Adult Education ◽

Instructional Technology ◽

Faculty Member ◽

Technology Skills ◽

Digital Immigrants ◽

Senior Faculty ◽

Disaster Plan ◽

Teaching Technology ◽

Hurricanes Katrina And Rita ◽

The University

Someone has to prepare faculty who are in need of technology skills. For example, in Louisiana, in response to Hurricanes Katrina and Rita, every faculty member at the university level has to have a Blackboard presence and a disaster plan so that classes can continue in the event of a catastrophe. Those faculty called upon to assist their peers in complying with the directives are often chosen only because they are more comfortable than others with technology. Often, trainees are uncomfortable in such training, and senior faculty, often later “digital immigrants,” can be resentful. The researchers and authors of this paper have garnered $443,658 in grants involving training faculty in instructional technology. Through their experiences, the authors and researchers have isolated seven key practices that make such training successful. This article describes those practices and supports the findings of the primary research with secondary research on andragogy and Marc Prensky’s ideas of the literacy divide that exists between “digital natives” and “digital immigrants.” By considering the basic tenets of adult education, we can be better facilitators of valuable training sessions that will bridge the digital divide.

Download Full-text