scholarly journals Exploring Faculty Perspectives during Emergency Remote Teaching in Engineering at a Large Public University

2021 ◽  
Vol 11 (8) ◽  
pp. 419
Author(s):  
Maria Chierichetti ◽  
Patricia Backer
Keyword(s):  
Online Teaching ◽  
Well Being ◽  
Faculty Members ◽  
Tenure Track ◽  
Engineering Faculty ◽  
Faculty Teaching ◽  
Tenure Track Faculty ◽  
San Jose State University ◽  
College Of Engineering ◽  
The Impact

In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students’ well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members’ main concerns focus on testing and assessment and students’ engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.

Development of an Equity, Diversity, Inclusion, and Anti-racism Pledge as the Foundation for Action in an Academic Department of Neurology

Neurology ◽  
2021 ◽  
Vol 97 (15) ◽  
pp. 729-736 ◽  
Author(s):  
Gillian L. Gordon Perue ◽  
Susan E. Fox-Rosellini ◽  
Nicole B. Sur ◽  
Erika Marulanda-Londono ◽  
Jason Margolesky ◽  
...  
Keyword(s):  
Law Enforcement ◽  
Lived Experiences ◽  
Personal Development ◽  
Socioeconomic Inequality ◽  
Well Being ◽  
Faculty Members ◽  
Systemic Racism ◽  
National Conversation ◽  
The Impact ◽  
Grand Rounds

Recent racial inequities as illustrated by the health disparities in COVID-19 infections and deaths, the recent killings of Black men and women by law enforcement, and the widening socioeconomic inequality and have brought systemic racism into a national conversation. These unprecedented times may have deleterious consequences, increasing stress, and trauma for many members of the neurology workforce. The Equity, Diversity, Inclusion and Anti-Racism Committee within our Department of Neurology provides infrastructure and guidance to foster a culture of belonging and addresses the well-being of faculty, staff, and trainees. Here, we present the creation and implementation of our Equity, Diversity, Inclusion, and Anti-Racism (EDIA) Pledge, which was central to our committee's response to these unprecedented times. We outline the process of developing this unique EDIA Pledge and provide a roadmap for approaching these important topics through a Continuing Medical Education Neurology Grand Rounds aimed at fostering a diverse, inclusive, equitable, and antiracist work environment. Through the lived experiences of 4 faculty members, we identify the impact of bias and microaggressions and encourage allyship and personal development for cultural intelligence. We hope that these efforts will inspire neurology departments and other academic institutions across the globe to make a similar pledge.

scholarly journals Professional Internships for PhD Students

2015 ◽  
Vol 37 (3) ◽  
pp. 44-45
Author(s):  
Christopher Penny
Keyword(s):  
Biological Sciences ◽  
Research Council ◽  
Academic Work ◽  
Faculty Members ◽  
Tenure Track ◽  
Diverse Range ◽  
Tenure Track Faculty ◽  
The Usa ◽  
The Uk ◽  
Research Councils

According to NIH statistics, only 8% of people that begin a biology PhD in the USA become tenure-track faculty members. Anecdotally, this number can vary between 1 and 10%, depending on the institution and field. For those young scientists who want a career within academia, these statistics can be both daunting and depressing. For those who can't wait to leave, or for those who choose to leave with perhaps less enthusiasm, there is a world of opportunities in a diverse range of sectors. However, many non-academic jobs require experience or skills that are difficult to obtain or apply while studying for a PhD. Recently, the research councils within the UK, and in particular the Biotechnology and Biological Sciences Research Council (BBSRC), have made some large investments to provide PhD students with additional skills and experience beyond their academic work.

Work Motivation and Job Satisfaction of Sport Management Faculty Members

2018 ◽  
Vol 12 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Sarah Stokowski ◽  
Bo Li ◽  
Benjamin D. Goss ◽  
Shelby Hutchens ◽  
Megan Turk
Keyword(s):  
Job Satisfaction ◽  
Sport Management ◽  
Work Motivation ◽  
Department Chairs ◽  
Faculty Members ◽  
Tenure Track ◽  
Motivation Factors ◽  
Job Satisfaction Survey ◽  
Tenure Track Faculty ◽  
Education Administrators

Informed by self-determination theory, this study builds on previous research to examine the work motivation and job satisfaction levels of sport management faculty members, as well as any relationship between their job satisfaction levels and work motivations. A total of 193 sport management faculty responded to a survey consisting of the Job Satisfaction Survey and the Motivation at Work Scale. Results revealed that regarding job satisfaction, faculty members were more satisfied with work itself, supervision, and coworkers and were less satisfied with pay, operating procedures, and reward. While participating sport management faculty had the highest mean in intrinsic motivation, job satisfaction also was significantly positively correlated with identified regulation. Male faculty showed significantly greater overall job satisfaction than female faculty, but gender did not affect work motivation factors. Finally, results revealed no significant differences among tenured, tenure-track, and non-tenure-track faculty in motivation levels, but after controlling for motivation, job satisfaction levels of non-tenure-track faculty were significantly less than those of tenured and tenure-track faculty. Results of this study can assist higher education administrators (i.e., department chairs, deans, provosts) to better understand that this population is highly intrinsically motivated and identifies deeply with their work. Administrators should work diligently to preserve autonomy, a factor that appears to lead to greater levels of motivation and job satisfaction.

scholarly journals Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

2021 ◽  
Vol 11 (3) ◽  
pp. 726-735
Author(s):  
Elena Commodari ◽  
Valentina Lucia La Rosa
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Online Teaching ◽  
Online Survey ◽  
Well Being ◽  
Future Studies ◽  
School Career ◽  
Upper Secondary ◽  
E Learning ◽  
The Impact

Background: This study aimed to analyze the experiences related to distance learning in a large sample of students in upper secondary school during the first wave of the COVID-19 pandemic in Italy and to explore the potentialities of distance learning for students’ well-being. Methods: Between 22 April and 1 May 2020, 1017 students completed an online survey about the characteristics of online didactic, the availability of devices for distance learning, and the psychological experiences related to e-learning. Results: All Italian schools have adopted distance learning, even if each teacher employs different approaches to e-learning. Students are aware of the importance of distance learning for the containment of the pandemic and of the need to continue with online teaching to avoid the resumption of the infections. However, distance learning is associated with a significant increase in student workload and a consequent psychological distress related to homework. Specifically, students are more distracted in studying, have difficulty organizing study and are concerned that their school career may be adversely affected by the lockdown. Furthermore, a significant percentage does not perceive adequate support from teachers. Conclusions: Future studies will have to explore the impact of distance learning even in the subsequent waves of contagion, taking into account the persistence of the stress from the pandemic.

scholarly journals Impact of the COVID-19 pandemic on women’s health nursing clinical practicums in the spring 2020 semester in Korea: a nationwide survey study

2021 ◽  
Vol 27 (3) ◽  
pp. 256-264
Author(s):  
Mijong Kim ◽  
Geum Hee Jeong ◽  
Hae Sook Park ◽  
Sukhee Ahn
Keyword(s):  
Online Education ◽  
Women’S Health ◽  
Women's Health ◽  
Teaching Methods ◽  
Online Teaching ◽  
Faculty Members ◽  
Undergraduate Nursing ◽  
Health Nursing ◽  
The Impact ◽  
Nursing Clinical

Purpose: This study investigated the impact of coronavirus disease 2019 (COVID-19) on women’s health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester. Methods: A cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items. Results: Fifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios. Conclusion: Nursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.

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