Support for Adjunct Faculty Scholarship in Online Graduate Programs

2021 ◽  
pp. 115-138
Author(s):  
B. Jean Mandernach ◽  
Scott Greenberger ◽  
Morgan McNaughton
Keyword(s):  
Adjunct Faculty ◽  
Research Collaboration ◽  
Graduate Programs ◽  
Academic Culture ◽  
Teaching Quality ◽  
Research Knowledge ◽  
Faculty Teaching ◽  
Faculty Scholarship ◽  
Culture Teaching ◽  
Institutional Initiatives

Faculty scholarship is an invaluable contribution to the richness of academic culture, teaching quality, innovation, student learning, and the development of graduate programs. The growing number of adjunct faculty teaching in online graduate programs demands that increased attention be paid to institutional initiatives designed to effectively support research for this population. This chapter is an overview of the opportunities to support remote, adjunct faculty research in graduate programs by enhancing research knowledge, fostering research collaboration, and motivating engagement in research.

Problems Associated with Transnational Sociological Research Collaboration in Cambodia

2001 ◽  
Vol 29 (3) ◽  
pp. 521-549 ◽  
Author(s):  
Keyword(s):  
Rural Women ◽  
Research Collaboration ◽  
Social Research ◽  
Academic Culture ◽  
Research Process ◽  
Sociological Research ◽  
Participatory Action ◽  
Sociological Study ◽  
Action Research Project ◽  
Factors Affecting

AbstractIn this paper the focus will be the following applied social research projects I have been involved with - (1) role of rural women in the rehabilitation of local irrigation systems; (2) a study of contextual factors affecting risk-related sexual behaviour among young people between the ages of 15 and 25; (3) participatory action research project looking at problems of natural resource management; (4) sociological study of an urban wastewater project in a provincial town still affected by forms of low level insurgency - to illustrate the problems associated not simply with the research process but with the nature of collaborative research itself. However, an underlying purpose of this paper is not to argue against international collaboration on a range of research-based problems, but how we can better communicate the nature of our research and enhance its credibility. Living and working in a society like Cambodia that has yet to develop a critical academic culture of interest, relevance and utility to the international scholarly community, particularly in the field of sociology, is an issue that will be confronted in this paper.

scholarly journals Best Practices in Academic Mentoring: A Model for Excellence

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Jan M. Nick ◽  
Theresa M. Delahoyde ◽  
Darlene Del Prato ◽  
Claudia Mitchell ◽  
Jennifer Ortiz ◽  
...  
Keyword(s):  
Leadership Development ◽  
Best Practices ◽  
Academic Culture ◽  
Academic Community ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Role Integration ◽  
Faculty Teaching ◽  
Academic Nurse Educators ◽  
Formal Mentoring Program

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

scholarly journals Methods for training collaborative biostatisticians

2020 ◽  
pp. 1-13
Author(s):  
Gina-Maria Pomann ◽  
L. Ebony Boulware ◽  
Shari Messinger Cayetano ◽  
Manisha Desai ◽  
Felicity T. Enders ◽  
...  
Keyword(s):  
Translational Research ◽  
Research Collaboration ◽  
Graduate Programs ◽  
Training And Development ◽  
Full Time ◽  
Train The Trainer ◽  
Training Strategy ◽  
Time Position ◽  
Collaboration Process ◽  
Clinical And Translational Research

Abstract The emphasis on team science in clinical and translational research increases the importance of collaborative biostatisticians (CBs) in healthcare. Adequate training and development of CBs ensure appropriate conduct of robust and meaningful research and, therefore, should be considered as a high-priority focus for biostatistics groups. Comprehensive training enhances clinical and translational research by facilitating more productive and efficient collaborations. While many graduate programs in Biostatistics and Epidemiology include training in research collaboration, it is often limited in scope and duration. Therefore, additional training is often required once a CB is hired into a full-time position. This article presents a comprehensive CB training strategy that can be adapted to any collaborative biostatistics group. This strategy follows a roadmap of the biostatistics collaboration process, which is also presented. A TIE approach (Teach the necessary skills, monitor the Implementation of these skills, and Evaluate the proficiency of these skills) was developed to support the adoption of key principles. The training strategy also incorporates a “train the trainer” approach to enable CBs who have successfully completed training to train new staff or faculty.

Holistic Evaluation Strategies to Empower Remote Adjunct Faculty

2021 ◽  
pp. 282-290
Author(s):  
Marlene N. Blake
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Adjunct Faculty ◽  
Teaching Online ◽  
Effective Evaluation ◽  
Faculty Teaching ◽  
Support Strategies ◽  
Evaluation Strategies ◽  
Faculty Success ◽  
Ongoing Support

To ensure a quality educational experience for students, it is important to establish effective evaluation strategies to support remote adjunct faculty. Adapting a comprehensive process of training, mentoring, evaluating, and providing ongoing support strategies and professional development opportunities builds a foundation for faculty success. Implementing scalable strategies for holistic evaluation offers opportunities to further support adjunct faculty teaching online. This chapter will share effective evaluation practices that provide purposeful strategies to empower adjunct faculty to strengthen skills and ultimately support student success as well as learning in the classroom.

Applied Research, Evaluation and Case Study Readings from the Seventies: Part 2 of a National Faculty Survey

1981 ◽  
Vol 2 (1) ◽  
pp. 81-94
Author(s):  
George P. Cernada ◽  
Ted T. L. Chen
Keyword(s):  
Health Education ◽  
Community Health ◽  
Social Issues ◽  
Research Evaluation ◽  
Graduate Programs ◽  
Community Health Education ◽  
Policy Theory ◽  
Faculty Teaching ◽  
Faculty Survey

Faculty teaching in accredited graduate programs of community health education in U.S. universities were surveyed by mail to determine which articles published during the 1970's they would recommend that their colleagues read. The suggested readings were collected and abstracted and are presented herewith in annotated bibliographic form. Part 1 covering Community Health Education Policy, Theory and Social Issues appeared in the 1980–81 Volume ( 1:2) of this journal.

Reflexive development of flexible skills of undergraduates at the transition to personalized education

2021 ◽  
pp. 101-115
Author(s):  
Nadezhda Evgenievna Rubtsova ◽  
Elena Evgenievna Mikhailova
Keyword(s):  
Blended Learning ◽  
Academic Motivation ◽  
Graduate Programs ◽  
Academic Culture ◽  
Personalized Learning ◽  
Cognitive Achievement ◽  
Master's Program ◽  
Internal Motivation ◽  
Personalized Education ◽  
Program Research

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientifc mentoring, complementing each other, and aims to create a fexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of fexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the infuence of refexivity on the development of fexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of selfdetermination, internal motivation (cognitive, achievement, selfdevelopment motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educa tional activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») refect the sources of reduced tolerance to uncertainty. The results confrm the importance of developing fexible skills and specify the causal relationships between refexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.

Teaching quality in neurosurgery: quantitating outcomes over time

2021 ◽  
pp. 1-10
Author(s):  
Raymund L. Yong ◽  
William Cheung ◽  
Raj K. Shrivastava ◽  
Joshua B. Bederson
Keyword(s):  
Training Program ◽  
Performance Improvement ◽  
Educational Outcomes ◽  
Evaluation System ◽  
Residency Training Program ◽  
Teaching Quality ◽  
The United States ◽  
Teaching Performance ◽  
Faculty Teaching ◽  
The Impact

OBJECTIVE High-quality neurosurgery resident training is essential to developing competent neurosurgeons. Validated formative tools to assess faculty teaching performance exist, but are not used widely among Accreditation Council for Graduate Medical Education (ACGME) residency programs in the United States. Furthermore, their longer-term impact on teaching performance improvement and educational outcomes remains unclear. The goal of this study was to assess the impact of implementing an evaluation system to provide faculty with feedback on teaching performance in a neurosurgery residency training program over a 4-year period. METHODS The authors performed a prospective cohort study in which a modified version of the System for Evaluation of Teaching Qualities (SETQ) instrument was administered to neurosurgical trainees in their department regularly every 6 months. The authors analyzed subscale score dynamics to identify the strongest correlates of faculty teaching performance improvement. ACGME program survey results and trainee performance on written board examinations were compared for the 3 years before and after SETQ implementation. RESULTS The overall response rate among trainees was 91.8%, with 1044 surveys completed for 41 faculty. Performance scores improved progressively from cycle 1 to cycle 6. The strongest correlate of overall performance was providing positive feedback to trainees. Compared to the 3 years prior, the 3 years following SETQ implementation saw significant increases in written board examination and ACGME resident survey scores compared to the national mean. CONCLUSIONS Implementation of SETQ was associated with significant improvements in faculty teaching performance as judged by trainees over a 4-year period, and guided curricular changes in the authors’ training program that resulted in improved educational outcomes.

Community Health Education Literature from the Seventies: A Faculty Survey

1981 ◽  
Vol 1 (2) ◽  
pp. 195-206 ◽  
Author(s):  
George P. Cernada ◽  
Ted T. L. Chen
Keyword(s):  
Health Education ◽  
Community Health ◽  
Graduate Programs ◽  
Second Phase ◽  
Community Health Education ◽  
Future Issue ◽  
Education Literature ◽  
Faculty Teaching ◽  
Faculty Survey

Faculty teaching in accredited graduate programs of community health education in U.S. universities were surveyed by mail to determine which articles published during the 1970's they would recommend that their colleagues read. The suggested readings were collected and abstracted and are presented herewith in annotated bibliographic form. The second phase of the study, a comparable survey of field practitioners, is being analyzed for a future issue of the journal.

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