Persistence and Patience-Necessities for New Faculty Members: Experiences of a First-Year Pharmacy Practice Faculty Member at a Public University

In this article we report the outcomes of a needs assessment administered to new faculty members who were hired within the last four years at Mount Royal University. Our purpose in conducting this needs assessment was to gather information to guide the redevelopment of the institution’s support program for new faculty in light of a changing institutional context (i.e., the transition from a college to a university). Faculty members were asked what kinds of support and resources they perceived themselves as needing during the first year of their full-time appointment and what gaps were present in their professional development. We review the key themes in faculty members’ self-identified needs and summarize the principles behind a new faculty development program that was informed by the results of this research.

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Implementation of an online emergency education programme at a public university in Mexico

Pharmacy Education ◽

10.46542/pe.2020.202.3536 ◽

2020 ◽

pp. 35-36

Author(s):

P. González-Barranco ◽

I. Balderas-Rentería ◽

P.C. Esquivel-Ferriño ◽

Y.A. Gracia-Vásquez ◽

E.E. Vásquez-Farías

Keyword(s):

Faculty Member ◽

Problem Based Learning ◽

Education Programme ◽

Public University ◽

Faculty Members ◽

Virtual Classrooms ◽

Nuevo Leon ◽

Emergency Education ◽

The University ◽

Training Effort

The Universidad Autónoma de Nuevo León (UANL) is a large public university situated in Monterrey, Mexico. Most of the programmes, including a pharmacy related programme (Químico Farmacéutico Biólogo/Chemist Pharmacist Biologist), were running at the university until the pandemic. A lockdown was put in place where it was established that schools and non-essential jobs should be carried out from home. Since then, the UANL has started a training effort to migrate all current classes to online emergency educational schemes. Microsoft Teams was designated as the main platform. Students and faculty members were trained in its use and, after one month, classes were successfully restarted on this platform. The chosen platform was used to create virtual classrooms, problem-based learning was encouraged, and videos and discussion panels were used especially in place of pre-COVID-19 planned laboratory classes. The semester ended with good results, but faculty member training continues and the adaptation to a better organised online programme is now running. Options to try to compensate the lack of in person laboratory classes are still being explored.

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Shared Expectations: Identifying Similarities And Differences Between Student And Faculty Teaching Values Based On Student Evaluation Of Faculty Classroom Performance

International Business & Economics Research Journal (IBER) ◽

10.19030/iber.v1i7.3956 ◽

2011 ◽

Vol 1 (7) ◽

Author(s):

Gregory P. Trudeau ◽

Kathleen J. Barnes

Keyword(s):

Faculty Member ◽

Student Evaluation ◽

Faculty Members ◽

Doctoral Degrees ◽

Classroom Performance ◽

New Faculty ◽

Faculty Teaching ◽

Area Of Concern ◽

Teaching Dimension ◽

Student Evaluation Of Faculty

New faculty have an inordinate amount of resources, financial and other, invested in their doctoral degrees. Yet, the first few years can be overwhelming adapting to the plethora of academic life demands. One area of concern that all new faculty deal with is attempting to decode the various stakeholder groups (i.e., students, colleagues, personnel committee, administration, community and industry members, respective profession colleagues) expectations of the new faculty member and reconciling those with their own personal goals and aspirations. Knowing what each group considers important and highlighting similarities or differences allows new faculty to address stakeholder expectations to better position themselves for a successful and fulfilling career.This paper derives from a study that looked at the two groups (i.e., students and department colleagues) expectations who most closely affect the daily life of the new faculty member. Study respondents were ask to identify which teaching dimension each group valued most from a list of thirteen questions used by students in evaluating faculty members classroom performance. Students and faculty members concurred in their clear preference for the instructor knowing the material being presented and the instructor explaining the material in a clear and understandable manner, but differed in their view of the least important teaching dimension depicting a faculty members classroom performance. The faculty members surveyed concurred with the student ranking that the instructor increasing the students interest in the subject matter was the second least important teaching dimension depicting a faculty members classroom performance. This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor stimulating questions was the least important teaching dimension depicting a faculty members classroom performance.

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Attributes of Effective Mentoring Relationships for Novice Faculty Members: Perspectives of Mentors and Mentees

Athletic Training Education Journal ◽

10.4085/1202152 ◽

2017 ◽

Vol 12 (2) ◽

pp. 152-162 ◽

Cited By ~ 8

Author(s):

Jessica L. Barrett ◽

Stephanie M. Mazerolle ◽

Sara L. Nottingham

Keyword(s):

Faculty Member ◽

Athletic Training ◽

Faculty Members ◽

Time Constraints ◽

Mentoring Relationships ◽

Mentor Program ◽

New Faculty ◽

Novice Faculty ◽

National Athletic Trainers Association ◽

Research Mentor

Context: Although doctoral education provides ample opportunities for skill development, the new faculty member may still require further support and guidance. Mentorship is often the mechanism whereby continued encouragement is provided. Limited understanding exists of the mentoring relationships developed between a new faculty member and a seasoned one. Objective: To understand the mentoring relationship from the perspectives of new and seasoned faculty members who have engaged in mentoring relationships. Design: Qualitative study, phenomenology. Setting: Selected higher education institutions with Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants: From the National Athletic Trainers' Association (NATA) Foundation Research Mentor program we successfully recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female). We additionally recruited 7 mentors (5 male, 2 female) and 7 mentees (2 male, 5 female) who had not completed the NATA Foundation Research Mentor program. Main Outcomes Measure(s): We completed semistructured phone interviews following an interview script. Interviews were transcribed and saturation was obtained. Analysis was grounded by the general inductive approach. Peer review and researcher triangulation were completed for trustworthiness. Results: Two major themes materialized: (1) positive mentoring relationships and (2) challenges. Three primary attributes emerged as necessary for positive mentoring relationships between new and experienced faculty members: (1) active engagement from both mentor and mentee (this theme was furthered divided by the subthemes of reciprocity, motivation, and availability), (2) communication, and (3) similar interests. Mentees' resistance to mentoring and mentors' time constraints emerged as challenges. Conclusions: Mentoring relationships develop when there is shared interest, ongoing communication, and an investment made by both parties. New faculty members may be resistant to mentoring because of struggles receiving feedback, while experienced faculty may have competing time constraints that limit availability.

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Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽

10.3390/pharmacy9010062 ◽

2021 ◽

Vol 9 (1) ◽

pp. 62 ◽

Cited By ~ 1

Author(s):

Amanda Savage ◽

Lana M. Minshew ◽

Heidi N. Anksorus ◽

Jacqueline E. McLaughlin

Keyword(s):

Concept Maps ◽

Response Rate ◽

Skill Development ◽

Pharmacy Practice ◽

Pharmacy Students ◽

Objective Structured Clinical Examination ◽

First Year ◽

Future Work ◽

Assessment Strategies ◽

Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

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Reliability and Validity of a Simulation-based Acute Care Skills Assessment for Medical Students and Residents

Anesthesiology ◽

10.1097/00000542-200312000-00007 ◽

2003 ◽

Vol 99 (6) ◽

pp. 1270-1280 ◽

Cited By ~ 124

Author(s):

John R. Boulet ◽

David Murray ◽

Joe Kras ◽

Julie Woodhouse ◽

John McAllister ◽

...

Keyword(s):

Medical Students ◽

Acute Care ◽

Reliability And Validity ◽

Faculty Members ◽

First Year ◽

Clinical Experiences ◽

Critical Events ◽

Simulation Based ◽

Broad Domain ◽

Simulation Exercises

Background Medical students and residents are expected to be able to manage a variety of critical events after training, but many of these individuals have limited clinical experiences in the diagnosis and treatment of these conditions. Life-sized mannequins that model critical events can be used to evaluate the skills required to manage and treat acute medical conditions. The purpose of this study was to develop and test simulation exercises and associated scoring methods that could be used to evaluate the acute care skills of final-year medical students and first-year residents. Methods The authors developed and tested 10 simulated acute care situations that clinical faculty at a major medical school expects graduating physicians to be able to recognize and treat at the conclusion of training. Forty medical students and residents participated in the evaluation of the exercises. Four faculty members scored the students/residents. Results The reliability of the simulation scores was moderate and was most strongly influenced by the choice and number of simulated encounters. The validity of the simulation scores was supported through comparisons of students'/residents' performances in relation to their clinical backgrounds and experience. Conclusion Acute care skills can be validly and reliably measured using a simulation technology. However, multiple simulated encounters, covering a broad domain, are needed to effectively and accurately estimate student/resident abilities in acute care settings.

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Web-based Orientation for New Faculty Members

Academic Medicine ◽

10.1097/00001888-200205000-00032 ◽

2002 ◽

Vol 77 (5) ◽

pp. 460 ◽

Cited By ~ 2

Author(s):

ANNE WALLING ◽

KAREN C. CHINN

Keyword(s):

Faculty Members ◽

New Faculty ◽

Web Based

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Acculturation of New Faculty Members

A Discipline-Based Teaching and Learning Center ◽

10.1007/978-3-319-01652-8_3 ◽

2015 ◽

pp. 55-87

Author(s):

Gili Marbach-Ad ◽

Laura C. Egan ◽

Katerina V. Thompson

Keyword(s):

Faculty Members ◽

New Faculty

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EFFECTIVELY ASSESSING PROFESSIONAL ENGINEERING SKILLS

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3793 ◽

2011 ◽

Author(s):

David S. Strong ◽

Sue Fostaty Young

Keyword(s):

Faculty Members ◽

Learning Activities ◽

First Year ◽

Solo Taxonomy ◽

Adoption And Implementation ◽

Cognitive Transformation ◽

Teachers And Students ◽

Learning As A Process ◽

Core Course ◽

Ice Model

This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.

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Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia

Education Sciences ◽

10.3390/educsci11100604 ◽

2021 ◽

Vol 11 (10) ◽

pp. 604

Author(s):

Salleh Amat ◽

Harizah Izyan Samsudin ◽

Abu Yazid Abu Bakar ◽

Mohd Izwan Mahmud ◽

Mohd Hasrul Kamarulzaman

Keyword(s):

University Students ◽

Positive Response ◽

Well Being ◽

Public University ◽

Descriptive Statistics ◽

Needs Analysis ◽

Survey Study ◽

First Year ◽

First Year Students ◽

Module Development

This study is a needs analysis that aims to develop a psychosocial module based on a psychoeducation approach in order to strengthen the assertiveness, social skills, and psychological well-being of public university students in Malaysia. The specific objectives of this study were to identify the perceptions of university students on the need to design and build a psychosocial module, identify the constructs that should be included in the phase of designing and building of the psychosocial module as well as the support that has been received and the support that the students desire while on campus. This survey study utilized a questionnaire distributed to a total of 286 first year students studying at three public universities in Malaysia. The data obtained were analyzed by using descriptive statistics. The findings of the study showed a highly positive response from the students toward the development of a psychosocial module and the constructs listed in the questionnaire. Implications from this study can further solidify the constructs that should be included in the design and construction of the psychosocial module as well as identify the availability of the approaches, strategies, and support activities that have been received and desired by the students.

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