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

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 This teaching dimension was only superceded by the faculty ranking that the amount of work required being appropriate for the number of credits offered and the student ranking that the instructor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.

Comparison of Resident and Medical Student Evaluation of Faculty Teaching

2001 ◽  
Vol 24 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Brent C. Williams ◽  
Matthew S. Pillsbury ◽  
David T. Stern ◽  
Cyril M. Grum
Keyword(s):  
Medical Student ◽  
Student Evaluation ◽  
Faculty Teaching ◽  
Student Evaluation Of Faculty

scholarly journals Usefulness of Student Evaluation of Faculty Teaching Using Cellular Telephones

2006 ◽  
Vol 2 (2) ◽  
pp. 121-123 ◽  
Author(s):  
Tadashi Gotoh ◽  
Tomoko Ishikawa ◽  
Shanshun Luo ◽  
Miki Mori ◽  
Takami Takizawa ◽  
...  
Keyword(s):  
Student Evaluation ◽  
Cellular Telephones ◽  
Faculty Teaching ◽  
Student Evaluation Of Faculty

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

2017 ◽  
Vol 12 (2) ◽  
pp. 152-162 ◽  
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.

Career Alternatives for Physical Anthropologists

1991 ◽  
Vol 13 (4) ◽  
pp. 27-30
Author(s):  
Curtis Wienker
Keyword(s):  
Graduate Students ◽  
Faculty Member ◽  
Graduate Program ◽  
Physical Anthropology ◽  
Colleges And Universities ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
University Faculty ◽  
Job Openings ◽  
College Or University

The career to which most physical anthropology graduate students have aspired historically is that of college or university faculty member in an anthropology department with a graduate program. Through the early 1970s, such a career was not an unrealistic aspiration. However, an important employment threshold was exceeded in 1975; the production of Ph.D. physical anthropologists by U.S. colleges and universities exceeded the number of new Ph.D. physical anthropologists hired as faculty members by these departments. That trend continued into the 1980s, with one-third again as many doctoral degrees being granted in the field as there were job openings in U.S. anthropology departments.

Curriculum Evaluation of the Sports Physiotherapy (Preprint)

2018 ◽  
Author(s):  
Shohre Nourizadeh Dehkordi ◽  
Ali Ghorbani ◽  
Maryam Shahabi ◽  
Seyedeh Zahra Nazardani
Keyword(s):  
Educational Program ◽  
Quantitative Methods ◽  
Student Evaluation ◽  
Master's Degree ◽  
Curriculum Evaluation ◽  
Faculty Members ◽  
Qualitative And Quantitative Methods ◽  
Professional Requirements ◽  
Master’S Degree

BACKGROUND Evaluating the master’s degree program in Sports Physiotherapy in order to improve the quality of education in this field. The need to pay attention to the effectiveness and efficiency of the education and improving the system of higher education by becoming more aware of the factors involved is necessary. The aim of this study is to evaluate the educational program for master’s degree in Sports Physiotherapy. OBJECTIVE The aim of this study is to evaluate the educational program for master’s degree in Sports Physiotherapy. METHODS This is a hybrid study in which qualitative and quantitative methods for data collection were used. The research team consisted of faculty members and sports physiotherapy students. In the first part of the study, due to a lack of standard questionnaires, the method of an expert panel was used to build the tools. In the second part, the questionnaire was distributed among 22 professors and students, and the data was collected. RESULTS The findings showed that according to the viewpoints of the faculty members and students, the courses in the program are necessary and facilitates the students to become qualified in meeting their future professional requirements. The findings of other research indicate the desirability of the content, implementation, and educational facilities of the program from the viewpoint of the professors, and unfavourable from the viewpoint of the students. Moreover, from the perspective of the professors and students, the teaching methods is appropriate to the type of course and there is no need to add a new course to the program. The findings of student evaluation methods showed that these methods were considered to be favourable from the viewpoint of the professors, and unfavourable from the viewpoint of the students. CONCLUSIONS As a result, the program of Sports Physiotherapy was evaluated, in terms of its favourability, with the existing courses. Nevertheless, the addition of practical and clinical units helps to improve the quality of the curriculum.

Impact of Faculty and Programmatic Resources on the Proportion of Academic Doctoral Degrees in Professional Physical Therapist Education Programs

2021 ◽  
Author(s):  
Tara Dickson ◽  
Beth Deschenes ◽  
Peggy Gleeson ◽  
Jason Zafereo
Keyword(s):  
Professional Education ◽  
Higher Education Policy ◽  
Fixed Effects ◽  
Physical Therapist ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Physical Therapist Education ◽  
Core Faculty ◽  
Therapist Education

Abstract Objective The Commission on Accreditation in Physical Therapy Education has introduced a requirement that 50% of core faculty members in a physical therapist education program have an academic doctoral degree, which many programs are not currently meeting. Competition between programs for prestige and resources may explain the discrepancy of academic achievement among faculty despite accreditation standards. The purpose of this study was to identify faculty and program characteristics that are predictive of programs having a higher percentage of faculty with academic doctoral degrees. Methods Yearly accreditation data from 231 programs for a 10-year period were used in a fixed-effects panel analysis. Results For a 1 percentage point increase in the number of core faculty members, a program can expect a decline in academic doctoral degrees by 14% with all other variables held constant. For a 1% increase in either reported total cost or expenses per student, a program could expect a 7% decline in academic doctoral degrees with all other variables held constant. Programs that have been accredited for a longer period of time could expect to have proportionately more faculty members with academic doctoral degrees. Conclusions Programs may be increasing their core faculty size to allow faculty with academic doctoral degrees to focus on scholarly productivity. The percentage of faculty with academic doctoral degrees declines as programs increase tuition and expenditures, but this may be due to programs’ tendency to stratify individuals (including part-time core faculty) into teaching- and research-focused efforts to maximize their research prowess and status. Impact This study illuminates existing relationships between physical therapist faculty staffing, time spent in research versus teaching, and program finances. The results of this study should be used to inform higher education policy initiatives aimed to lower competitive pressures and the costs of professional education.

scholarly journals Web-based Orientation for New Faculty Members

2002 ◽  
Vol 77 (5) ◽  
pp. 460 ◽  
Author(s):  
ANNE WALLING ◽  
KAREN C. CHINN
Keyword(s):  
Faculty Members ◽  
New Faculty ◽  
Web Based
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