Lessons Learned from an Assistant Professor

2020 ◽  
pp. 227-228
Keyword(s):  
Assistant Professor ◽  
Lessons Learned

Lessons Learned from an Assistant Professor

2001 ◽  
pp. 227-228
Author(s):  
Gloria Holguín Cuádraz
Keyword(s):  
Assistant Professor ◽  
Lessons Learned

scholarly journals Remarks on 40+ Years of Mechanical Engineering Teaching

2021 ◽  
Vol 1 (1) ◽  
pp. 2-39
Author(s):  
Paulo De Castro
Keyword(s):  
Financial Stability ◽  
Mechanical Engineering ◽  
Academic Career ◽  
Academic Staff ◽  
Radical Change ◽  
Assistant Professor ◽  
Lessons Learned ◽  
Full Professor ◽  
Institute Of Technology ◽  
The Uk

Having obtained my licenciatura in Mechanical Engineering in 1973, I started an MSc in Applied Mechanics at Imperial College London the year after the carnation revolution in Portugal. Later, I prepared my PhD at Cranfield Institute of Technology (now Cranfield University). After 5 years in the UK, I returned to Porto with my MSc and PhD degrees to start an appointment as assistant professor at FEUP in 1980. Portugal was then struggling with a radical change of circumstances: from a country with overseas colonies, impoverished by a dictatorship and wars against liberation movements in Africa, to a European country and democracy with a dramatic lack of infrastructure. Research was certainly not a priority! In 1986 Portugal joined the European Communities, and in 1999 was one of the initial member countries adopting the Euro. Among other setbacks, bad choices of priorities (an excessive emphasis on services with neglect of manufacturing, or heavy investment in motorways with complete neglect of railways) marked the path until todays’ situation. Nevertheless, attention dedicated to scientific and technical research grew steadily in the past decades; and 2020 started with the country displaying good prospects as regards financial stability and renewed interest for manufacturing and exports. Having moved from assistant professor to full professor, with sabbaticals and visiting professorships in several countries, and participation in juries for selection of academic staff in many institutions, I had the possibility of witnessing the transformations in the engineering education scene in Portugal and elsewhere. The communication will discuss lessons learned throughout my 40+ years academic career, put in the context of a highly diversified set of external circumstances.

Evolution of an educator: lessons learned and challenges ahead

2004 ◽  
Vol 28 (3) ◽  
pp. 88-94 ◽  
Author(s):  
Harold I. Modell
Keyword(s):  
Medical Center ◽  
Assistant Professor ◽  
Lessons Learned ◽  
University Of Minnesota ◽  
University Of Mississippi ◽  
Founding Editor ◽  
Claude Bernard ◽  
Mississippi Medical ◽  
Computer Based ◽  
The University

In selecting a Claude Bernard Distinguished Lecturer, the Teaching Section looks for an individual who has made major contributions to physiology education. Dr. Harold Modell has certainly earned this honor. Harold has an undergraduate degree from the University of Minnesota, a Masters in biomedical engineering from Iowa State, and, continuing the southern migration, a Ph.D. from the University of Mississippi Medical Center. After four years in Buffalo, first as a postdoctoral fellow and then as an assistant professor, Harold made the long trek to Seattle, WA, where he has been ever since. Harold Modell’s contributions to physiology education are many and varied. He was certainly one of the early developers of teaching software aimed at helping students learn physiology. His programs are widely used, but more importantly, he has been instrumental in bringing others into the field of computer-based education. The existence of the Teaching Section is in no small measure the result of Harold’s efforts to persuade APS that teaching was important to a great many of its members, and to the Society. Similarly, this journal, Advances in Physiology Education, came to life after a long campaign spearheaded by Harold. As the journal’s founding editor, he set the stage for the growing success that it is enjoying today. Finally, Harold is an educational researcher of note whose every project is aimed at helping the learner to learn. As a leading advocate of this attitude, Harold has helped physiology teachers at all levels adopt this approach to teaching.

Words

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1320-1327
Author(s):  
Colbert Searles
Keyword(s):  
Subject Matter ◽  
Assistant Professor ◽  
The Subject

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

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