Nurse Faculty Experiences in Problem-Based Learning:An Interpretive Phenomenologic Analysis

2013 ◽  
Vol 34 (4) ◽  
pp. 233-239 ◽  
Author(s):  
Jane B. Paige ◽  
Regina O. Smith
Keyword(s):  
Nurse Faculty ◽  
Faculty Experiences

Nurse Faculty Experiences Teaching Chronic Illness Self-Management Concepts

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Christina K. Lam ◽  
Linda C. Copel ◽  
Lilianna Deveneau
Keyword(s):  
Chronic Illness ◽  
Self Management ◽  
Nurse Faculty ◽  
Faculty Experiences ◽  
Management Concepts

Nurse Faculty Experiences in Problem-Based Learning: An Interpretive Phenomenologic Analysis

2013 ◽  
Vol 34 (4) ◽  
pp. 233-239
Author(s):  
Jane B. Paige ◽  
Regina O. Smith
Keyword(s):  
Problem Based Learning ◽  
Nurse Faculty ◽  
Faculty Experiences

Faculty Experiences Developing and Implementing Policies for Exit Exam Testing

2015 ◽  
Vol 40 (4) ◽  
pp. 189-193 ◽  
Author(s):  
Karen Stonecypher ◽  
Anne Young ◽  
Rae Langford ◽  
Lene Symes ◽  
Pamela Willson
Keyword(s):  
Exit Exam ◽  
Faculty Experiences

Student Plagiarism: Never-Ending Challenges and Possibilities for Faculty

2021 ◽  
Vol 34 (4) ◽  
pp. 372-373
Author(s):  
Mary R. Morrow
Keyword(s):  
Faculty Experiences ◽  
Learning Module ◽  
Student Plagiarism ◽  
Teaching Learning

Student plagiarism is a never-ending challenge for faculty. This column introduction shares faculty experiences as well as some successful interventions. The author grounds faculty student plagiarism struggles with the humanbecoming teaching-learning module and reminds faculty to address the issue for the benefit of the student and the discipline.

scholarly journals New Faculty Experiences with Mastery Grading

2015 ◽  
Author(s):  
Joseph Ranalli ◽  
Jacob Moore
Keyword(s):  
New Faculty ◽  
Faculty Experiences

Identifying and Describing Nurse Faculty Workload Issues

2017 ◽  
Vol 38 (4) ◽  
pp. 171-176 ◽  
Author(s):  
Nancy Phoenix Bittner ◽  
Cynthia Francis Bechtel
Keyword(s):  
Faculty Workload ◽  
Nurse Faculty

scholarly journals Faculty Experiences With Crafting On Line Exams In Engineering And Technology

2020 ◽  
Author(s):  
Ali Mehrabian ◽  
Tarig Ali ◽  
Walter Buchanan ◽  
Alireza Rahrooh
Keyword(s):  
Faculty Experiences ◽  
Engineering And Technology ◽  
On Line

scholarly journals Student and Faculty Experiences with Emergency Remote Learning in Spring 2020: Insights from a Small Exploratory Study

2020 ◽  
Author(s):  
Christy McDaniel ◽  
Catherine Suffern ◽  
Jenna Joo ◽  
Rayane Alamuddin
Keyword(s):  
Exploratory Study ◽  
Faculty Experiences ◽  
Remote Learning

scholarly journals Need Satisfaction and Achievement Goals for Teaching of Universi-ty Faculty: An International Study of Their Interplay and Relevance for Positive Affect, Teaching Quality, and Professional Learning

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
International Study ◽  
Teaching Quality ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
University Faculty ◽  
Faculty Motivation ◽  
Faculty Experiences

Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1,410 university faculty members from German, In-dian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learn-ing. Results attested measurement invariance of basic need and achievement goal scales regard-ing language, higher education context, and institution type. We found small differences in mo-tivations between the three higher education contexts and negligible differences between institu-tion types. Task, learning, and relational goals were positively, and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome varia-bles. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

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