Martin Luther, Philip Melanchthon, and Their Wittenberg Colleagues

2016 ◽  
Author(s):  
Timothy J. Wengert
Keyword(s):  
Western Europe ◽  
Martin Luther ◽  
Faculty Members ◽  
Theological Method ◽  
Emerging Church ◽  
Renaissance Humanism ◽  
The Arts ◽  
Lutheran Theology ◽  
The University ◽  
Early Phases

The German Reformation, sparked by the publication of Martin Luther’s 95 Theses in 1517, unfolded parallel to another intellectual phenomenon then sweeping centers of higher education throughout western Europe: the development of a new way to read classic literature of the humanities, philosophy, and theology, often called Renaissance humanism. At the University of Wittenberg, this resulted in the development of a sodality of professors in the arts and theology faculties, initially including Andreas Bodenstein (Karlstadt), Nicholas von Amsdorf, Martin Luther, and the court’s university advisor, Georg Spalatin, but quickly spreading to include, by the early 1520s, Philip Melanchthon, Justus Jonas, and Johannes Bugenhagen, among others. Any attempt to understand the early phases of Wittenberg’s Reformation without taking into account this sodality will ultimately fail to catch the breadth of this movement and the commitment of these teachers to one another and to their cause. After an early skirmish over theological method resulted in Karlstadt’s distancing of himself from the university, the other faculty members remained committed to reforming the curricula of the arts and higher faculties at the university along humanist, evangelical lines. This reform influenced the theology and practice of the emerging church in Saxony and elsewhere, witnessed among other places in the 1527–1528 Visitation Articles, and led to a uniquely Wittenberg reform, one that always blended the highest regard for good letters and the most ancient sources with a developing Lutheran theology.

Combining the Love of Art, Science, Business and Medicine to Innovate and Enhance Patient Health. Highlights from the 7th Annual Leaders in Medicine Symposium of the Cummings School of Medicine, Calgary, AB

2018 ◽  
pp. E51-E54
Author(s):  
Jennifer Beatty ◽  
Michael Peplowski ◽  
Noreen Singh ◽  
Craig Beers ◽  
Evan M Beck ◽  
...  
Keyword(s):  
Hospital Admissions ◽  
Clinical Care ◽  
Clinical Problem ◽  
Faculty Members ◽  
Guest Speaker ◽  
School Of Medicine ◽  
University Of Calgary ◽  
Patient Health ◽  
The University ◽  
Care Costs

The Leader in Medicine (LIM) Program of the Cumming School of Medicine, University of Calgary, hosted its 7th Annual LIM Research Symposium on October 30, 2015 and participation grew once again, with a total of six oral and 99 posters presentations! Over 45 of our Faculty members also participated in the symposium. This year’s LIM Symposium theme was “Innovations in Medicine” and the invited guest speaker was our own Dr. Breanne Everett (MD/MBA). She completed her residency in plastic surgery at University of Calgary and holds both a medical degree and an MBA from the University of Calgary. In her inspiring talk, entitled “Marrying Business and Medicine: Toe-ing a Fine Line”, she described how she dealt with a clinical problem (diabetic foot ulcers), came up with an innovation that optimized patient care, started her own company and delivered her product to market to enhance the health of the community. She clearly illustrated how to complete the full circle, from identifying a clinical problem to developing and providing a solution that both enhances clinical care and patient health as well as reduces health care costs and hospital admissions. The research symposium was an outstanding success and the abstracts are included in companion article in CIM.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

An Investigation of Faculty Members' Engagement in Saudi Arabia

2018 ◽  
Vol 3 (2) ◽  
pp. 114-136
Author(s):  
Eman I AHMED
Keyword(s):  
Employee Engagement ◽  
Faculty Perceptions ◽  
Cognitive Engagement ◽  
Faculty Members ◽  
University Administrators ◽  
Point Scale ◽  
Policy Makers ◽  
Efficiency And Effectiveness ◽  
The University ◽  
The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

scholarly journals Toward a Culture of Health in the United States: Introducing the HPP Arts in Public Health Supplement

2021 ◽  
Vol 22 (1_suppl) ◽  
pp. 5S-7S
Author(s):  
Jill Sonke ◽  
Lourdes Rodríguez ◽  
Melissa A. Valerio-Shewmaker
Keyword(s):  
Public Health ◽  
United States ◽  
Health Promotion ◽  
Public Health Education ◽  
The United States ◽  
The Arts ◽  
Agents Of Change ◽  
The University ◽  
Critical Public Health ◽  
Health Promotion Practice

The arts—and the arts and culture sector—offer fertile ground for achieving a culture of health in the United States. The arts and artists are agents of change and can help enable this vision and also address the most critical public health issues we are contending with, including COVID-19 and racism. The arts provide means for engaging dialogue, influencing behaviors, disrupting paradigms and fueling social movements. The arts uncover and illuminate issues. They engage us emotionally and intellectually. They challenge assumptions. They call out injustice. They drive collective action. They heal—making arts + public health collaboration very relevant in this historic moment. In this special Health Promotion Practice supplement on arts in public health, you’ll find powerful examples and evidence of how cross-sector collaboration between public health and the arts can advance health promotion goals and impacts, and make health promotion programs not only more accessible to diverse populations but also more equitable and effective in addressing the upstream systems, policies, and structures that create health disparities. You will see how the arts can empower health communication, support health literacy, provide direct and measurable health benefits to individuals and communities, and support coping and resilience in response to COVID-19. This issue itself exemplifies cross-sector collaboration, as it was created through partnership between Health Promotion Practice, the Society for Public Health Education, ArtPlace America, and the University of Florida Center for Arts in Medicine, and presents voices from across the public health, arts, and community development sectors.

The Canons of John Mauropous

1947 ◽  
Vol 37 (1-2) ◽  
pp. 70-73 ◽  
Author(s):  
Joan Hussey
Keyword(s):  
Nineteenth Century ◽  
Sixteenth Century ◽  
Western Europe ◽  
Eleventh Century ◽  
Orthodox Church ◽  
Short Introduction ◽  
John Chrysostom ◽  
The University ◽  
First Time ◽  
Service Books

John Mauropous, an eleventh-century Metropolitan of Euchaïta, has long been commemorated in the service books of the Orthodox Church. The Synaxarion for the Office of Orthros on 30th January, the day dedicated to the Three Fathers, St. Basil the Great, St. Gregory the Theologian, and St. John Chrysostom, tells how the festival was instituted by Mauropous and describes him as ‘the well-known John, a man of great repute and well-versed in the learning of the Hellenes, as his writings show, and moreover one who has attained to the highest virtue’. In western Europe something was known of him certainly as early as the end of the sixteenth century; his iambic poems were published for the first time by an Englishman in 1610, and his ‘Vita S. Dorothei’ in the Acta Sanctorum in 1695. But it was not until the second half of the nineteenth century that scholars were really able to form some idea of the character and achievement of this Metropolitan of Euchaïta. Particularly important were two publications: Sathas' edition in 1876 of Michael Psellus' oration on John, and Paul de Lagarde's edition in 1882 of some of John's own writings. This last contained not only the works already printed, but a number of hitherto unpublished sermons and letters, together with the constitution of the Faculty of Law in the University of Constantinople, and a short introduction containing part of an etymological poem. But there remained, and still remains, one significant omission: John's canons have been almost consistently neglected.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Concepts and Roles of Faculty in the Palestinian Universities in the Light of Knowledge Economy

2017 ◽  
Vol 7 (6) ◽  
pp. 80
Author(s):  
Ahlam Mustafa Hasan Awajneh ◽  
Suhair Sulaiman Mohammed Sabbah ◽  
Inas Aref Saleh Naser
Keyword(s):  
Knowledge Economy ◽  
Faculty Members ◽  
Years Of Experience ◽  
Concepts Of Knowledge ◽  
Associate Teacher ◽  
Educational Degree ◽  
Palestinian Universities ◽  
The University

The study aims to recognizing the concepts of knowledge economy and the roles of faculty members in the light ofknowledge economy from the perspectives of its members, it was clear that the concept of the knowledge economywas high, it was (2.7,) and there were differences in years of experience in favor of (1-5 years) class, and in favor ofthe associate teacher in the educational degree, and the university in favor of Bier Ziet University. Whereas the meanof the faculty members’ roles was (2.26) with differences in gender in favor of the females and as for the university,in was in favor of Bier Ziet University.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

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