Dr. Richard C. Nelson: An Important Multigenerational Father of Biomechanics

Dr. Richard Nelson is internationally acknowledged in many countries as an extremely important leader in the emergence of biomechanics of human movement as a respected scientific discipline. As his PhD graduates, and, subsequently, their graduates, have become faculty members at many universities, Dr. Nelson’s influence has grown for more than 50 years via several generations of his biomechanics “children.” It was probably never known to him that he also had significant influence on all laboratory-based subdisciplines of the undergraduate and graduate education and faculty research programs of the then new (1967) Department of Kinesiology at the University of Waterloo, Canada. The teaching and research programs included not only biomechanics but also exercise and work physiology, anatomy, biochemistry, and neurophysiology of human movement.

Perceptions of Academic Departmental Climate by Men and Women and the Effects of Such Perceptions on Research Productivity

ABSTRACT We demonstrate how men and women political scientists in PhD-granting departments perceive the professional climates there. We find remarkable differences in how men and women perceive the “cultural” climates of their departments, such as the degree to which it is sexist, but not in how they perceive strictly collegial aspects of climate. We also demonstrate that these patterns characterize the perceptions of men and women at both junior and senior ranks. Contrary to some past research, we also find that climate perceptions do not have a general effect on faculty research productivity. Further, perceptions of high departmental sexism by women scholars does not degrade their research productivity.

Re-evaluating Passive Research Involvement in the Undergraduate Curriculum

In recent years, advocates for research-based education have publicized many examples of passive research involvement, defined as undergraduates learning about the content and lived experience of research at their institution. But the qualitative dimensions of passive research involvement remain unknown. The results show a range of experiences in student learning about faculty research.

A systematic review of faculty research repositories at higher education institutions

Purpose This study aims to evaluate faculty research repositories used in higher education institutions, their different levels and functions with regard to research information management. This is revealed through the selected studies reviewed. Design/methodology/approach A systematic literature search of journal article studies on research repositories in higher education institutions was carried out on several databases, namely, Ebscohost, Emerald Insight, Science Direct, Sage, Google Scholar, SA e-Publications and citation databases such as Scopus and Web of Science. The systematic review was conducted in accordance with the preferred reporting items for systematic reviews and meta-analyses guidelines. The time frame for the analysis was 2015 to 2021. Findings The findings are presented on the motives for developing faculty research repositories the services provided and benefits derived from faculty research repositories and what is the utilization of faculty research repositories. Originality/value The results show that the development of research repositories at the faculty level enhances sharing, analysis, evaluation and preservation of scholarly research produced.

Assessment of Course-Based Research Modules Based on Faculty Research in Introductory Biology

Calls for early exposure of all undergraduates to research have led to the increased use and study of course-based research experiences (CREs). CREs have been shown to increase measures of persistence in the sciences, such as science identity, scientific self-efficacy, project ownership, scientific community values, and networking.

Professorial Entrepreneurial Research: An Innovative and Comprehensive “Tri–Analytics Engine” via “Triodynamics” that uses In-Depth Triostatistics to Establish a Longitudinal Faculty Research Agenda

The narrative in this paper provides an in-depth, novel, and innovative methodology to aid higher education faculty in the production of an innovative research agenda designed to trichotomously sustain, advance, and prolong their existing careers. The methodology used to do the aforementioned is referred to as the “Tri–Analytics Engine”. A “Tri–Analytics Engine” is a pioneering initial and accumulative advanced post hoc research practice grounded in Triostatistics. The Tri–Analytics Engine has an introductory methodology termed “Triodynamics” as starting foundational “base research operation” that sets the stage for future research efforts that have their foundation in the initial research topic. Triodynamics are a set of three trichotomous standards that aid the investigator in the creation of a post hoc research agenda after the primary Tri–Analysis analytic. A Tri–Analytics Engine is also a personal entrepreneurial inquiry-based ethos that is trichotomously complex, comprehensive, and cumulative that has Triostatistics at its core.