Postdoctoral Research Training of Full-Time Faculty in Academic Departments of Medicine

1988 ◽  
Vol 109 (5) ◽  
pp. 414 ◽  
Author(s):  
Gerald S. Levey
Keyword(s):  
Research Training ◽  
Academic Departments ◽  
Full Time ◽  
Postdoctoral Research ◽  
Time Faculty

Research Training and Productivity among Faculty: The Canadian Association of Professors of Psychiatry and the Canadian Psychiatric Association Survey

1996 ◽  
Vol 41 (3) ◽  
pp. 144-149 ◽  
Author(s):  
Nady El-Guebaly ◽  
Mark Atkinson
Keyword(s):  
United States ◽  
Research Training ◽  
Target Population ◽  
The United States ◽  
Influential Factor ◽  
Full Time ◽  
Active Involvement ◽  
Canadian Association ◽  
Academic Faculty ◽  
Time Faculty

Objective: This survey assesses the research training and productivity of academic faculty in Canadian departments of psychiatry and compares the findings with those of colleagues in the United States. Method: A questionnaire was adapted to suit the Canadian milieu and was distributed to a target population of 2484, including a core 522 full-time faculty. Results: The response rate among full-time faculty was 65%, but only 26.5% for clinical and adjunct faculty. A small proportion (16%) of our MD and a greater proportion (57%) of our PhD respondents were included in a fairly lenient definition of researcher. Departments seek to recruit PhDs with an active involvement in research. Overall there appear to be more similarities than differences in research interests with our colleagues in the United States. The pharmaceutical industry was the most frequently mentioned source of research funding for MDs, while the availability of a mentor was perceived as the most influential factor determining the choice of a research career. Conclusions: Recommendations include adequate exposure to research during medical school and residency as well as appropriate inducements for the recruitment and retention of practising researchers.

The Grass is Always Greener on the Other Side of the Fence: Making a Transition from Student Affairs Administrator to Full-Time Faculty

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Phyllis McCluskey-Titus ◽  
Tony W. Cawthon
Keyword(s):  
Student Affairs ◽  
Small Population ◽  
Full Time ◽  
Personnel Preparation ◽  
Administrative Positions ◽  
Faculty Position ◽  
Student Affairs Practitioners ◽  
Graduate Preparation ◽  
Student Personnel ◽  
Time Faculty

A research study was conducted using the small population of current graduate preparation faculty who were both NASPA members and former student affairs practitioners (n=38). The purpose of this study was to discover the benefits and challenges faced by practitioners when moving from an administrative position to a full-time faculty position in a student personnel preparation program. The following subjects were considered in this study: factors respondents considered when moving to a full-time faculty position, challenges respondents encountered in making the career change, differences between former administrative positions and current faculty positions, and type of preparation respondents reported were necessary for success in a faculty role. Some of the positive differences respondents described included: control over their quality of life, the ability to focus on teaching and research, and the ability to contribute to the profession. Certain challenges were recounted by respondents such as adjusting to the faculty culture and work expectations, development of a research agenda, having fewer resources as a full-time faculty member, and a difference in quality and nature of relationships.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
Author(s):  
Martin Gruberg ◽  
Virginia Sapiro
Keyword(s):  
Political Science ◽  
The United States ◽  
Moderate Increase ◽  
Full Time ◽  
Part Time Faculty ◽  
Faculty Teaching ◽  
Previous Decade ◽  
The Status ◽  
Part Time ◽  
Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

Sign in / Sign up

Export Citation Format

Share Document