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

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.

Administrative Interlude

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Stock Market ◽  
Faculty Member ◽  
Public Universities ◽  
The State ◽  
Faculty Members ◽  
Independent Contractors ◽  
Service Oriented ◽  
The Many ◽  
The University

But you can’t do it in a vacuum. And although academics would be reluctant to admit it, the conditions that make what they do possible are established and maintained by administrators. When I was a dean, the question I was most often asked by faculty members was, “Why do administrators make so much more money than we do?” The answer I gave was simple: administrators work harder, they have more work to do, and they actually do it. At the end of my tenure as dean, I spoke to some administrators who had been on the job for a short enough time to be able still to remember what it was like to be a faculty member and what thoughts they had then about the work they did now. One said that she had come to realize how narcissistic academics are: an academic, she mused, is focused entirely on the intellectual stock market and watches its rises and falls with an anxious and selfregarding eye. As an academic, you’re trying to get ahead; as an administrator, you’re trying “to make things happen for other people”; you’re “not advancing your own profile, but advancing the institution, and you’re more service oriented.” A second new administrator reported that he finds faculty members “unbelievably parochial, selfish, and selfindulgent.” They believe that their time is their own even when someone else is paying for it. They say things like “I don’t get paid for the summer.” They believe that they deserve everything and that if they are ever denied anything, it could only be because an evil administrator has committed a great injustice. Although they are employees of the university (and in public universities, of the state), they consider themselves independent contractors engaged fitfully in free-lance piecework. They have no idea of how comfortable a life they lead. Neither, said a third administrator recently up from the ranks, do they have any idea of how the university operates. They seem proud of their parochialism and boast of their inability to access the many systems that hold the enterprise together.

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

scholarly journals University management: contributions for nurses who are faculty members and managers

2017 ◽  
Vol 70 (5) ◽  
pp. 1069-1074
Author(s):  
Kamylla Santos da Cunha ◽  
Carolina Kahl ◽  
Cintia Koerich ◽  
José Luís Guedes dos Santos ◽  
Gabriela Marcellino de Melo Lanzoni ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Cognitive Abilities ◽  
Technical Skills ◽  
Public University ◽  
Faculty Members ◽  
University Management ◽  
Faculty Performance ◽  
The University ◽  
South Brazil

ABSTRACT Objective: To comprehend how university management contributes on the performance of nurses who are professors and managers in a public university. Method: Qualitative research anchored on the Grounded Theory. The setting to collect the data was a public university in south Brazil and it happened between May and September of 2016. A total of 19 nurses took part in the study, all of them also faculty members and managers that were divided in two sample groups. Results: Two subcategories were created: the comprehension that university management improves the faculty performance; obtaining a wider view of the university. Final considerations: The contributions of university management for faculty nurses who are managers are mainly on the personal and professional satisfaction through the production and dissemination of knowledge, reflecting positively on the refinement of the teaching competences to train Nurses with knowledge, technical skills and cognitive abilities to answer society’s needs.

scholarly journals Taxonomy of grading practices in the University of Puerto Rico at Bayamón, 1995-96 to 2015-16

2021 ◽  
Vol 29 ◽  
pp. 57
Author(s):  
Horacio Matos-Diaz
Keyword(s):  
Puerto Rico ◽  
Faculty Member ◽  
Academic Ability ◽  
Faculty Members ◽  
Academic Standards ◽  
Grading Practices ◽  
University Of Puerto Rico ◽  
Academic Fields ◽  
Academically Able ◽  
The University

Faculty members and their corresponding academic fields at the University of Puerto Rico at Bayamón are classified with regard to grading practices over time. Based on the effects on the intercept of the equations that predict the GPA and the proportion of student withdrawals observed in each of the 39,337 courses offered during 41 consecutive terms, faculty members and academic fields are scaled from the easiest to the most difficult. Evidence points to the conclusion that the courses of the most difficult academic fields are offered primarily by the hardest grading faculty members and attended by the most academically able students, while the courses of the easiest academic fields are offered primarily by the easiest grading faculty members and attended by less academically able students. The conclusion of such self-sorting processes is reinforced by evidence from maximum likelihood models demonstrating that the probability that a randomly selected faculty member behaves like a high-grader or a low-grader is highly and significantly related to the cluster of academic fields to which the faculty member belongs. Such a probability is also strongly and significantly influenced by the heterogeneity of student academic ability distribution. Hence, faculty members are very responsive to signals sent by their students’ characteristics. This empirical result deserves further detailed analysis given that it implies a scenario in which faculty members and students engage in a shopping-around process in which both parties free-ride from each other, altering institutional norms and academic standards.

scholarly journals Evaluation of Problem-based Learning Method for Teaching Islamic Education Courses to Students of Shiraz University of Medical Sciences

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 241-253
Author(s):  
Maryam Shamsaei
Keyword(s):  
Religious Education ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Faculty Members ◽  
Islamic Education ◽  
Medical Sciences ◽  
Student Centered ◽  
Specialized Education ◽  
The University ◽  
Education Courses

Emphasis on teaching religious education in the university and raising the level of religious awareness of students in parallel with specialized education, raises attention to the important point that the set of Islamic education courses was in line with the demands and desires of students? The aim of this study is to an increase of the analytic mood among the students and faculty members of the department of Islamic education by the teaching method of Problem-based learning. The present study was performed cross-sectionally on students of Shiraz University of Medical Sciences in Islamic education courses that they had taken as a general course. One of the strengths of this method is the student-centered and process-oriented instead of text-centric and moving from central memorization to research-oriented.

Teaching effectiveness analysis plan applied to lectures in medical physiology.

1989 ◽  
Vol 256 (6) ◽  
pp. S3
Author(s):  
C P Casteel ◽  
N A Mortillaro ◽  
A E Taylor
Keyword(s):  
Faculty Member ◽  
Teaching Effectiveness ◽  
College Of Education ◽  
Faculty Members ◽  
Teaching Program ◽  
Self Assessment ◽  
Observation Instrument ◽  
Consistent Method ◽  
Materials Used ◽  
The University

To improve and thus strengthen its teaching program, the Department of Physiology at the University of South Alabama voluntarily embarked on a multiphasic self-assessment of its medical teaching program. One phase of the greater assessment plan included an analysis of the teaching methods of each faculty member. To design and implement this phase, the services of a teaching consultant from the College of Education were obtained. The implementation of the objectives as established by the consultant resulted in 1) the development of a systematic and consistent method of evaluating the teaching practices of the faculty through the design of a standard observation instrument for use in analyzing the teaching of each individual; 2) the sampling of the teaching of each of the seven participating faculty members; 3) the collection and critical review of teaching materials used; 4) an analysis of the effectiveness of the faculty; and 5) the submission of a written report of evaluation results. The seven participating faculty members were observed during the delivery of two lectures each presented to the freshman medical class. Based on the analysis of both the lectures and materials used, a written critique of each faculty member was submitted. Lecture strengths and weaknesses, both of individual members and of the whole department were summarized. Finally, the results of a survey taken of the faculty in which the participants were asked to respond to a series of questions regarding the self-assessment program were most favorably accepted by all participating faculty.

The Future of Faculty Mentorship at Historically Black Colleges/Universities

2018 ◽  
pp. 264-266
Author(s):  
Cassandra Sligh Conway
Keyword(s):  
Faculty Member ◽  
Historically Black ◽  
Sense Of Belonging ◽  
Black Colleges ◽  
Faculty Members ◽  
Mentoring Programs ◽  
Historically Black Colleges ◽  
The Future ◽  
Faculty Mentorship ◽  
The University

This book explored faculty members' perceptions of mentorship at certain HBCUs. This chapter of the book seeks to briefly review the broad concepts outlined in the chapters. This last chapter provides positive enlightenment on how the HBCU can continue to provide mentoring to faculty which gives the faculty member a sense of belonging, a reason to remain at the university, and a true sense of collegiality. The last points identified in this chapter are to review pertinent questions that can shape the future of mentoring programs at HBCUs.

Development of a Faculty Work Load System

2012 ◽  
Vol 4 (3) ◽  
pp. 71-86
Author(s):  
Chantana Chantrapornhchai
Keyword(s):  
Faculty Member ◽  
Management Information Systems ◽  
Work Load ◽  
Public University ◽  
Faculty Work ◽  
University Policy ◽  
Administrative Work ◽  
Research And Teaching ◽  
The University ◽  
Work Done

In a Thai public university, a faculty member has multiple duties besides teaching and researching, such as administrative work: the committee members in many faculty projects. The workload for a faculty member varies depends on the university policy, the faculty policy and the department policy. The target at the university policy being the research and teaching, a faculty member must concentrate on these tasks. However, the administrative work cannot be avoided and the workload depends on the number of people in the department. Each university has different ways to divide the workload. In the author’s university, the information on the work done on each type of job is split. Thus, in this paper, the author describes the case on gathering the workload information and proposes to integrate the information which helps organize the workload for the whole department effectively. The author presents the developed information system which divides the overall workload based on existing information and views the workload for each faculty member, and department. They also discuss the integration issues to existing Management Information Systems in the university.

scholarly journals The Role of Jordanian Public Universities in Promoting International Educational Principles from the Perspective of their Faculty Members

2018 ◽  
Vol 13 (1) ◽  
pp. 116
Author(s):  
Yasmin Mesleh Al-Aqrabawi ◽  
Mohammad Saleem Al-Zboon
Keyword(s):  
International Education ◽  
Faculty Member ◽  
Public Universities ◽  
Faculty Members ◽  
Academic Rank ◽  
Validity And Reliability ◽  
Significant Difference ◽  
Descriptive Approach ◽  
The University

The present study aimed at exploring the role of Jordanian public universities in promoting international educational principles from the perspective of their faculty members. In order to meet the study’s goals, a descriptive approach was adopted and a questionnaire was developed. The questionnaire consists from twenty five (25) items. The validity and reliability of the questionnaire were measured. The study’s sample consists from three hundred (300) faculty members. They were selected from three Jordanian public universities (i.e. the University of Jordan, Yarmouk University and Mu’tah University). The researchers concluded the following results: 1)- The Jordanian public universities play a moderate role in promoting international educational principles from the perspective of the faculty members 2)- There isn’t any statistically significant difference between the respondents’ attitudes towards the role of Jordanian public universities in promoting international educational principles which can be attributed to gender. However, there are statistically significant differences between the respondents’ attitudes in this regard which be attributed to their academic rank. The latter differences are for the favor of the associate professors. There are statistically significant differences between the respondents’ attitudes in this regard which be attributed to type of faculty. The latter differences are for the favor of the ones who work in scientific faculties. The researchers of the present study recommend exerting more efforts by the administrations of Jordanian public universities to promote international educational principles. They also recommend providing more attention for international education in Jordanian universities. That should be done through holding seminars in order for faculty member to attend and hold discussions about international educational principles and concepts. Such seminars shall enrich the knowledge that faculty members have in this regard. The researchers also recommend promoting awareness among faculty members about the significance of addressing international education-related issues in their lectures.

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