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

2019 ◽  
Vol 26 (3-4) ◽  
pp. 379-387 ◽  
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.

Teaching future professors how to teach

2001 ◽  
Vol 43 (5) ◽  
pp. 327-332
Author(s):  
P. L. Bishop ◽  
T. Yu ◽  
M. J. Kupferle ◽  
D. Moll ◽  
C. Alonso ◽  
...  
Keyword(s):  
Graduate Students ◽  
Effective Teaching ◽  
Faculty Member ◽  
Future Development ◽  
Teaching Experience ◽  
The Other ◽  
Senior Faculty ◽  
Faculty Advisor ◽  
Hands On ◽  
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.

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

2016 ◽  
Author(s):  
Don L Jewett
Keyword(s):  
Graduate Student ◽  
Senior Faculty ◽  
Digital Medium ◽  
Web Based ◽  
Post Graduate ◽  
New Knowledge ◽  
Post Graduate Student ◽  
New Ideas ◽  
Senior Faculty Member ◽  
New Literature

"Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of many activities, 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 articles were published per day (Bjork2009)! As will become apparent, the methods and features described here are needed now, and will be absolutely necessary in the future, when even more articles are published. A New Knowledge-Tool is proposed that is in addition to those already available. The new Knowledge-Tool is a new Literature-Guide called a "Knowledge-Step Compendium" which will be on a very-narrow topic, will be organized in a new MultiLevel-Format, and will be created in a Compending-Forum on the Internet. This New Knowledge-Tool will, in turn, be the basis for a change in academic careers of the timing of when a scholar "Compends" Knowledge. A "Knowledge-Compendor" need not be a senior faculty member (as is the case in traditional literature-reviews), but can be a Post-Graduate Student new to a field. Because a Knowledge-Step Compendium is based on a very-narrow topic and created with the aid of an Internet Forum, for a Graduate Student Compendor this activity will be 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. To learn what these new names describe, read on.

scholarly journals Post-graduate scholars can create Literature-Guides on the Web using Compending-Forum Software to build Knowledge-Step Compendia

2016 ◽  
Author(s):  
Don L Jewett
Keyword(s):  
Graduate Student ◽  
Senior Faculty ◽  
Digital Medium ◽  
Web Based ◽  
Post Graduate ◽  
New Knowledge ◽  
Post Graduate Student ◽  
New Ideas ◽  
Senior Faculty Member ◽  
New Literature

"Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of many activities, 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 articles were published per day (Bjork2009)! As will become apparent, the methods and features described here are needed now, and will be absolutely necessary in the future, when even more articles are published. A New Knowledge-Tool is proposed that is in addition to those already available. The new Knowledge-Tool is a new Literature-Guide called a "Knowledge-Step Compendium". This Compendium will be on a very-narrow topic, will be organized in a new MultiLevel-Format, and will be created in a Compending-Forum on the Internet. This New Knowledge-Tool will, in turn, be the basis for a change in academic careers, of the timing of when a scholar "Compends" Knowledge. A "Knowledge-Compendor" need not be a senior faculty member (as is presently the case in traditional literature-reviews), but can be a Post-Graduate Student new to a field. Because a Knowledge-Step Compendium is based on a very-narrow topic and created with the aid of an Internet Forum, for a Graduate Student Compendor this activity will be 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.

Publishing as Resident Education: The ASCP Model Psychopharmacology Curriculum

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.

scholarly journals Post-graduate scholars can publish Literature-Guides on the Web by using Compending-Forum Software to create Knowledge-Step Compendia

2016 ◽  
Author(s):  
Don L Jewett
Keyword(s):  
Graduate Student ◽  
Senior Faculty ◽  
Digital Medium ◽  
Web Based ◽  
Post Graduate ◽  
New Knowledge ◽  
Post Graduate Student ◽  
New Ideas ◽  
Senior Faculty Member ◽  
New Literature

"Publication forms the core structure supporting the development and transmission of scientific knowledge" (Galbraith2015). Yet, with the WorldWideWeb a dominant part of many activities, 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 articles were published per day (Bjork2009)! As will become apparent, the methods and features described here are needed now, and will be absolutely necessary in the future, when even more articles are published. A New Knowledge-Tool is proposed that is in addition to those already available. The new Knowledge-Tool is a new Literature-Guide called a "Knowledge-Step Compendium" which will be on a very-narrow topic, will be organized in a new MultiLevel-Format, and will be created in a Compending-Forum on the Internet. This New Knowledge-Tool will, in turn, be the basis for a change in academic careers of the timing of when a scholar "Compends" Knowledge. A "Knowledge-Compendor" need not be a senior faculty member (as is the case in traditional literature-reviews), but can be a Post-Graduate Student new to a field. Because a Knowledge-Step Compendium is based on a very-narrow topic and created with the aid of an Internet Forum, for a Graduate Student Compendor this activity will be 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.

scholarly journals Scientific collaboration network ammong Brazilian universities

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Maria Isabel Escalona-Fernandez ◽  
Antonio Pulgarin-Guerrero ◽  
Ely Francina Tannuri de Oliveira ◽  
Maria Cláudia Cabrini Gracio
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Scientific Collaboration ◽  
Methodological Approach ◽  
Scientific Production ◽  
Collaboration Network ◽  
Network Data ◽  
New Knowledge

This paper analyses the scientific collaboration network formed by the Brazilian universities that investigate in dentistry area. The constructed network is based on the published documents in the Scopus (Elsevier) database covering a period of 10 (ten) years. It is used social network analysis as the best methodological approach to visualize the capacity for collaboration, dissemination and transmission of new knowledge among universities. Cohesion and density of the collaboration network is analyzed, as well as the centrality of the universities as key-actors and the occurrence of subgroups within the network. Data were analyzed using the software UCINET and NetDraw. The number of documents published by each university was used as an indicator of its scientific production.

The LOLA Strategy and E-Learning Knowledge Management

2011 ◽  
pp. 653-669
Author(s):  
Patricia Lupion Torres ◽  
Rita de Cassia Veiga Marriott
Keyword(s):  
Knowledge Management ◽  
Online Learning ◽  
Collaborative Learning ◽  
Collaborative Work ◽  
Methodological Approach ◽  
Technological Changes ◽  
Construction Of Knowledge ◽  
New Knowledge ◽  
Learning Programs ◽  
E Learning

Economic globalisation and technological changes have led to one of the greatest challenges that education faces – the access to permanent education for all segments of society. In this scenario, there is a need for innovative e-learning methodologies that involve students in the construction of knowledge and make use of the technologies now available. In this chapter, we introduce knowledge management in the context of the Online Learning Lab (LOLA), a methodological proposal for collaborative learning. LOLA represents an advance on most e-learning programs as its methodological approach surpasses traditional proposals for knowledge reproduction and stimulates students to become more active, autonomous, responsible and investigative. The activities in LOLA, described below, give rise to ideas, paradoxes, discussions and the formulation of concepts, all leading to the production of new knowledge while involving students in individual and collaborative work.

Teaching Technology to Digital Immigrants

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.

scholarly journals Efecto del modelo de enseñanza sobre el autoconcepto físico del alumnado en educación física (Effect of the pedagogical model on the physical self-concept of students in physical education)

Retos ◽  
2016 ◽  
pp. 76-81 ◽  
Author(s):  
David Hortigüela Alcalá ◽  
Ángel Pérez Pueyo ◽  
Antonio Calderón Luquín
Keyword(s):  
Secondary Students ◽  
Methodological Approach ◽  
Perceived Competence ◽  
Higher Learning ◽  
Self Concept ◽  
Physical Strength ◽  
Teaching Unit ◽  
Inferential Analysis ◽  
The Difference ◽  
Academic Year

Esta investigación, realizada en el curso 2013-2014, analiza la percepción del alumnado de secundaria sobre los factores implícitos en el autoconcepto físico tras haber recibido una Unidad Didáctica (UD) de condición física bajo la metodología del estilo actitudinal. Los datos son analizados (pretest-postest) en función del género con un grupo 231 estudiantes, 102 chicos y 129 chicas. El método es mixto, utilizando  un análisis de descriptivo e inferencial, y una entrevista a la profesora al finalizar la experiencia. En el pretest los chicos obtuvieron valores más elevados en los factores de competencia percibida y fuerza física. En el postest no existió significatividad en la diferencia entre grupos, aumentando significativamente la competencia percibida de las chicas. Los chicos que realizan más actividad física extraescolar presentan mayor aprendizaje hacia la UD recibida, y en las chicas las diferencias se encuentran en función del expediente académico. La profesora destaca la importancia de la metodología utilizada para generar percepción de logro en los estudiantes. Se concluye que el enfoque metodológico utilizado en el aula tiene una incidencia directa en el autoconcepto del alumno.Abstract. This research, conducted in the 2013-2014 academic year, analyzes the perceptions of secondary students on the factors implicit in the physical self, after receiving a fitness teaching unit (TU) using the attitudinal style methodology. Data are analyzed (pretest-posttest) by gender in a group of 231 students (102 boys and 129 girls). The method is mixed, using a descriptive and inferential analysis and an interview with the teacher at the end of the experience. In the pretest, the boys scored higher in the factors of perceived competence and physical strength. In the posttest the difference between groups was not significant, while there was a great increase in the perceived competence of the girls. The boys who engage in more extracurricular physical activity show higher learning about the TU received, while in girls differences are dependent on academic performance. The teacher emphasizes the importance of the methodology used to generate perceptions of achievement in students. It is concluded that the methodological approach used in the classroom has a direct impact on student self-concept.

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