Lecture Capture

Background: The intent of this research was to evaluate the Mediasite lecture capture system at the Kent State University College of Podiatric Medicine (formerly the Ohio College of Podiatric Medicine) to determine the acceptance, use and benefits to both students and faculty and to identify any concerns, limitations, and suggestions for expansion. There is extreme debate on the effect of lecture capture on student attendance included in the research. Methods: Two surveys were compiled, one each for students and faculty. These were distributed by email to the entire student body and all full-time and part-time faculty. Responses were voluntary. The questions sought to identify the priorities of the participant, reasons for viewing lectures compiled by course, to assess any effect on class attendance and to evaluate the ease and use of the technical function. There was also a section for subjective responses and suggestions. Results: The tabulations proved a very high use of the program with the most important reason being to prepare for exams. The question of class attendance is still open to interpretation. Technically, the Mediasite system was ranked easy to use by both groups. Conclusions: The results of this survey confirm the concept of lecture capture as an integral segment of advanced education. Though this system should not replace class attendance, it is a vital supplement to course work and study. By reviewing all of the components of the survey those who may have concerns on its effectiveness are also aware of the advantages. The results of this study met all the objectives to evaluate use and obtain viewpoints to improve and expand the program. (J Am Podiatr Med Assoc 102(6): 491–498, 2012)

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Comparison of Productivity and Cost of Full-Time and Part-Time Faculty Members in an Academic Department of Radiology

Journal of the American College of Radiology ◽

10.1016/j.jacr.2006.01.010 ◽

2006 ◽

Vol 3 (5) ◽

pp. 335-339 ◽

Cited By ~ 7

Author(s):

James H. Thrall ◽

Margaret J. Meehan ◽

Dianne G. Whelton

Keyword(s):

Academic Department ◽

Faculty Members ◽

Full Time ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Participation by Women in Annual Meetings, 1970-78

Political Science and Politics ◽

10.1017/s1049096500007277 ◽

1979 ◽

Vol 12 (03) ◽

pp. 318-324 ◽

Cited By ~ 1

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.

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A Scandalous Misuse of Faculty—Adjuncts

Canons and Contexts ◽

10.1093/oso/9780195055931.003.0015 ◽

1991 ◽

Author(s):

Paul Lauter

Keyword(s):

Adjunct Faculty ◽

Full Time ◽

Full Load ◽

Part Time Faculty ◽

Political Interests ◽

Tenure Decision ◽

Part Time ◽

New Varieties ◽

College Managers ◽

Time Faculty

While increasing attention began to be focused a decade ago on the scandalous misuse of part-time or “adjunct” faculty in colleges, their use has persistently spread. In fact, new varieties of “temporary” positions continue to be invented by college managers. “Part-time” faculty now include some who teach what amounts to a full load, but who are paid on a credit hour or per course basis, others who scramble for one or two courses each term and are paid flat rates, as well as a few whose salaries and benefits are prorated fractions of those of a full-timer. But there are now many “off-tenure” full-time appointments as well: “lecturers,” whose contracts are renewed every year or two but who may remain in their positions, without tenure, indefinitely; “nontenure-track” instructors and assistant professors, who may stay at an institution for four, six or more years but who, at the point of a tenure decision, must move on; “replacement” appointments, who fill lines for a year or two and then migrate to similar positions elsewhere. I shall use the term “adjunct faculty” or “adjuncts” to describe this quite varied group of individuals, for while the word is not precisely appropriate in all cases, its dictionary definition calls attention to the fact that such faculty, while “joined or added” to the institution, are in critical ways “not essentially a part of it.” Handwringing over the plight of adjuncts has brought no relief, and even most union contracts have so far been marginally helpful. That should be no surprise, for the exploitation of adjuncts serves a number of crucial interests of college managers and of those to whom they report. It is important to identify these interests more clearly if the abuse of this large number of our colleagues is ever to be brought under control, much less halted. For the exploitation of adjuncts is not a function of managerial nastiness, nor is it—any more than was the War on Vietnam—an unfortunate product of historical “accidents.” Rather, it is rooted in a particular conception of college management designed to serve historically distinctive social and political interests.

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Facilitation of Online Teaching and Learning

Encyclopedia of Information Communication Technologies and Adult Education Integration ◽

10.4018/978-1-61692-906-0.ch037 ◽

2010 ◽

pp. 626-642 ◽

Cited By ~ 1

Author(s):

Geraint Lang

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Full Time ◽

Student Body ◽

Online Teaching And Learning ◽

High Expectations ◽

Face To Face ◽

Course Work ◽

Full Time Employment

Twenty First Century Education is undergoing change not only to keep in step with the emerging technological innovations, but also to address the needs and meet the high expectations of a technically sophisticated student body. Physical manifestations of these changes may be seen in new institutional building work. Technologically, the Facebook Generation of students in our universities expect online access across the campus, not only to all manner of information and social networks, but to their course work. A growing body of the student population now remain in full time employment, enrolled via online courses. Their virtual access to teaching and learning requires a different form of tuition to that generally experienced in face to face lectures. Online teaching and learning is a facilitated process, which this chapter seeks to explain. The role of the facilitator is explained, along with the process of online learning, with reference to an established online degree course, Ultraversity.

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NCAA Athlete Graduation Rates: Less Than Meets the Eye

Journal of Sport Management ◽

10.1123/jsm.24.1.45 ◽

2010 ◽

Vol 24 (1) ◽

pp. 45-59 ◽

Cited By ~ 11

Author(s):

E. Woodrow Eckard

Keyword(s):

Graduation Rates ◽

College Football ◽

Full Time ◽

Student Athlete ◽

Student Body ◽

Basketball Players ◽

Men's Basketball ◽

Part Time Students ◽

Part Time

The standard evaluations of NCAA student-athlete graduation rates involve comparisons with rates for the general student body. The latter rates as actually calculated, however, include a significant number of part-time students at many schools. This is problematic because athletes must be full-time, and should be compared with other full-time students. The downward “part-timer bias” in the student body rate distorts the comparison, making the relative graduation rates for athletes appear more favorable. Example calculations demonstrate that relative rates for major college football and men’s basketball players are substantially worse when the bias is removed.

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Part- time faculty, full-time problems

New Directions for Community Colleges ◽

10.1002/cc.36819865304 ◽

1986 ◽

Vol 1986 (53) ◽

pp. 15-22 ◽

Cited By ~ 3

Author(s):

Dauid Hartleb ◽

William Vilter

Keyword(s):

Full Time ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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A Study of Workforce Training Challenges Faced by a US Community College and a Comparable Chinese Institution

International Journal of Adult Vocational Education and Technology ◽

10.4018/javet.2012010102 ◽

2012 ◽

Vol 3 (1) ◽

pp. 13-28

Author(s):

Harry Hou ◽

Diane E. Oliver

Keyword(s):

Community College ◽

Training Programs ◽

Workforce Training ◽

Comparative Case Study ◽

Full Time ◽

Part Time Faculty ◽

Technical Programs ◽

Funding Sources ◽

Part Time ◽

The Many

This qualitative comparative case study examines the workforce training programs offered in a US community college and the vocational and technical programs offered in a comparable Chinese postsecondary institution. The study sought to identify transferable qualities and characteristics that could contribute to improving the workforce training programs in both countries. Globalization makes international collaboration between institutions and programs ever more important, particularly considering the many shared problems and potential for shared solutions. The study’s findings resulted in four primary recommendations that could be adopted by both the US and Chinese case institutions: (a) create timely new programs and courses, (b) seek new funding sources and alternatives for reducing operational costs, (c) recruit qualified full-time or part-time faculty who have industry experience, and (d) add a critical thinking component in all courses. Moreover, recommendations for each of the institutions were developed.

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Commerce and Economics at the London School of Economics

10.1093/oso/9780190491741.003.0011 ◽

2021 ◽

pp. 295-332

Author(s):

Keith Tribe

Keyword(s):

Social Sciences ◽

Vocational School ◽

Undergraduate Teaching ◽

London School ◽

Full Time ◽

Student Body ◽

Part Time Students ◽

Part Time ◽

London School Of Economics ◽

The Way

The London School of Economics was founded in 1895 to teach vocational and commercial subjects to part-time students. By 1920 the majority of students were full-time, studying the London BSc (Econ.) degree that was, however, a general social sciences degree for which very few students pursued the economics major option. The appointment of Lionel Robbins as Professor of Economics in 1929 opened the way for undergraduate teaching at the LSE to be moved towards economics, with staff appointments being made that would further this end. The bulk of the student body, however, continued to pursue a broad social sciences pathway, and it was only by shutting down the BCom degree in the later 1940s that Robbins was eventually able to bring about the shift from a broadly vocational school to one in which ‘modern’ social sciences dominated.

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Engaging Baccalaureate Clinical Faculty

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1186 ◽

2006 ◽

Vol 3 (1) ◽

Cited By ~ 14

Author(s):

Ruth E Kelly

Keyword(s):

Role Theory ◽

Program Planning ◽

Faculty Members ◽

Full Time ◽

Clinical Faculty ◽

Part Time Faculty ◽

Empirically Supported ◽

Part Time ◽

Role Engagement ◽

Time Faculty

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

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