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"Internet - Biblioteca - Comunidade Acadêmica: conhecimentos, usos e impactos; pesquisa com três universidades paulistas (UNESP - UNICAMP - USP)" ; Internet, library and academic community : knowledge, uses and impacts : research in three university of São Paulo (UNESP, UNICAMP e USP)

Silva, José Fernando Modesto da
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/02/2002 Português
Relevância na Pesquisa
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A Internet veio para ficar nas universidades e bibliotecas. É objetivo desta tese de doutorado adrentar-se extensivamente nesse aspecto. Em duas vertentes, procura-se perscrutar o ambiente acadêmico paulista (UNESP, UNICAMP e USP) quanto às mudanças geradas pelo uso da Internet e, conseqüentemente, influindo em novos comportamentos e desempenhos de bibliotecários e docentes/pesquisadores e, ainda, identificar tipos de recursos utilizados na prática bibliotecária agora com o emprego de tecnologias emergentes. De outro lado, com interesse didático, busca-se reconstruir conhecimentos para cobrir matéria faltante a estudantes e iniciados no assunto, contemplando tópicos como Internet, Universidade/Serviços e Informação, Sociedade da Informação e Impactos. Como disciplinamento da matéria, o trabalho foi dividido em três grandes partes: Parte I – Plano metodológico de pesquisa, para visualização sintética dos estudos. Parte II – Sistematizações e referencial teórico, para fundamentação dos estudos e preparo de matéria para ensino e divulgação. Parte III – Pesquisa exploratória com descrição dos resultados do estudo de campo e determinação de indicadores de pesquisa, úteis como pressupostos para novas pesquisas. Finaliza-se com a validação da análise da pesquisa exploratória por meio de um estudo final...

Barriers to Scholarship in Dentistry, Medicine, Nursing, and Pharmacy Practice Faculty

Smesny, Andrea L.; Williams, Jennifer S.; Brazeau, Gayle A.; Weber, Robert J.; Matthews, Hewitt W.; Das, Sudip K.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/10/2007 Português
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There has been an increased emphasis on scholarly activities by health sciences faculty members given the importance of the promotion of public health over the last 50 years. Consequently, faculty members are required to place greater emphasis on scholarly activities while maintaining their teaching and service responsibilities. This increasing requirement of scholarly activities has placed great demands on clinical practice faculty members and it has made their management of clinical practice, teaching responsibilities, and expectations for promotion and tenure a difficult task. This retrospective literature review identifies barriers to the scholarship activities of clinical faculty members in dentistry, medicine, nursing, and pharmacy and discusses strategies for enabling faculty members to pursue scholarly activities in the current health science academic environment. The review indicates commonalities of barriers across these 4 disciplines and suggests strategies that could be implemented by all of these disciplines to enable clinical practice faculty members to pursue scholarly activities.

Faculty Development in Canada: A National Survey of Family Medicine Departments

Steinert, Yvonne; Levitt, Cheryl; Lawn, Norma R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /10/1988 Português
Relevância na Pesquisa
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The authors surveyed 16 Canadian Family Medicine Departments to ascertain the availability and content of faculty development activities. The majority of Departments sponsored some faculty development; they were limited, however, by financial constraints, a lack of available manpower, and time restrictions. Few departments had a specified plan for faculty development. No comprehensive orientation activities were available for new faculty, and little attention was paid to established part-time faculty. Although teaching workshops were the most popular faculty-development activity, most programs were planned on an ad hoc basis. A number of effective local programs were not shared nationally. The authors discuss the implications of these results and the need for greater national and regional co-ordination.

Faculty development in family medicine. A reassessment.

Steinert, Y.
Fonte: College of Family Physicians of Canada Publicador: College of Family Physicians of Canada
Tipo: Artigo de Revista Científica
Publicado em /09/1993 Português
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The 16 Canadian departments of family medicine were surveyed to ascertain the availability and content of faculty development activities. The results suggest numerous changes since 1985 and a strong commitment to faculty development. With the consolidation of many faculty development activities to date, departments should now consider other methods of faculty development, broaden their activities beyond the current emphasis on "teaching skills," examine the possibility of integrating faculty development with faculty evaluation, and conduct more systematic program evaluations.

Advancing a Program of Research within a Nursing Faculty Role

Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
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Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution.

Complementary and Alternative Medicine (CAM) Competencies of Nursing Students and Faculty: Results of Integrating CAM Into the Nursing Curriculum

Booth-LaForce, Cathryn; Scott, Craig S.; Heitkemper, Margaret M.; Cornman, B. Jane; Lan, Ming-Chih; Bond, Eleanor F.; Swanson, Kristen M.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
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As part of the National Center for Complementary and Alternative Medicine (CAM) R25 Education Grant Program, a faculty development program for integrating CAM into the nursing curriculum was instituted in 2003-2006. The Integrating CAM program comprised a number of elements; the primary strategy included a series of 4-week didactic and experiential summer CAM “camps,” attended by a total of 27 faculty members. Camps were designed to influence faculty integration of CAM material into course offerings. The Integrating CAM program was evaluated via a series of faculty and student surveys regarding CAM competencies, attitudes, and perceptions. For more than half of the faculty (out of the 43 who responded), the program yielded a moderate-to-strong influence on incorporation of CAM material into course content; and moderate-to-great increases in both enthusiasm for CAM and perceived CAM knowledge gains. Students at all levels (undergraduate, masters, doctoral; n = 184) reported that their courses contained CAM content; for 70% of students, their CAM knowledge increased; for 50% of students, level of CAM interest increased. Self-reported student CAM competencies were significantly greater in 2006-2007 (n = 191) than in 2003-2004 (n = 143). Results support the strategy of broadly infusing the nursing curriculum with CAM content via faculty development.

Engaging Undergraduates in Science Research: Not Just About Faculty Willingness

Eagan, M. Kevin; Sharkness, Jessica; Hurtado, Sylvia; Mosqueda, Cynthia M.; Chang, Mitchell J.
Fonte: Springer Netherlands Publicador: Springer Netherlands
Tipo: Artigo de Revista Científica
Português
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Despite the many benefits of involving undergraduates in research and the growing number of undergraduate research programs, few scholars have investigated the factors that affect faculty members’ decisions to involve undergraduates in their research projects. We investigated the individual factors and institutional contexts that predict faculty members’ likelihood of engaging undergraduates in their research project(s). Using data from the Higher Education Research Institute’s 2007–2008 Faculty Survey, we employ hierarchical generalized linear modeling to analyze data from 4,832 science, technology, engineering, and mathematics (STEM) faculty across 194 institutions to examine how organizational citizenship behavior theory and social exchange theory relate to mentoring students in research. Key findings show that faculty who work in the life sciences and those who receive government funding for their research are more likely to involve undergraduates in their research project(s). In addition, faculty at liberal arts or historically Black colleges are significantly more likely to involve undergraduate students in research. Implications for advancing undergraduate research opportunities are discussed.

Mentoring Nurse Scientists to Meet Nursing Faculty Workforce Needs

Nies, Mary A.; Troutman-Jordan, Meredith
Fonte: The Scientific World Journal Publicador: The Scientific World Journal
Tipo: Artigo de Revista Científica
Publicado em 14/02/2012 Português
Relevância na Pesquisa
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Research indicates that mentoring has been highly effective in promoting faculty success. Strong mentors in the area of scholarship are extremely valuable for junior faculty, not only because of their research and academic expertise but also for their role modeling behaviors. This paper highlights key components of research mentoring used by a senior nursing faculty member. The senior faculty mentor and junior faculty mentee developed a common vision, relating to research interests in health promotion for vulnerable populations. Impact at the individual, school, university, and society level is discussed, and benefits of mentoring to meet nursing faculty workforce needs are emphasized.

“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts

Hurtado, Sylvia; Eagan, M. Kevin; Tran, Minh C.; Newman, Christopher B.; Chang, Mitchell J.; Velasco, Paolo
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /09/2011 Português
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Faculty members play a key role in the identification and training of the next generation of scientific talent. In the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty. We conducted a mixed methods study to understand institutional contextual differences in the experiences of aspiring scientists. Data from a qualitative five-campus case study and a quantitative longitudinal study of students from over 117 higher education institutions were analyzed to determine how aspiring scientists interact with faculty and gain access to resources that will help them achieve their educational goals. Findings indicate that important structural differences exist between institutions in shaping students’ interactions with faculty. For example, students at more selective institutions typically have less frequent, less personal interactions with faculty whereas Black students at HBCUs report having more support and frequent interactions with faculty.

The Junior Faculty Laboratory: An Innovative Model of Peer Mentoring

Johnson, Kimberly S.; Hastings, S. Nicole; Purser, Jama L; Whitson, Heather E
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /12/2011 Português
Relevância na Pesquisa
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Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer-driven and its activities are determined by the real-time needs of members. In contrast to some other peer mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project-driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to the dyadic mentoring relationships enjoyed by its members. The model...

The Robert Wood Johnson Foundation Nurse Faculty Scholars Program: An opportunity for junior nurse faculty

Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
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The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors.

Duty hour restrictions: organizational dynamics, systems issues, and the impact on faculty

Bandiera, Glen; Hynes, Melissa Kennedy; Spadafora, Salvatore M
Fonte: BioMed Central Publicador: BioMed Central
Tipo: Artigo de Revista Científica
Publicado em 11/12/2014 Português
Relevância na Pesquisa
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The potential impact of resident duty hour restrictions on faculty is likely significant; however, the extent of this impact has still not been well documented. We undertook a narrative review of the literature to determine the magnitude of that potential impact and the nature of the evolving discourse related to faculty members as individuals. The literature provides an inconsistent picture of the impact of duty hour restrictions on faculty. While some studies have reported a significant increase in faculty workload, others suggest that the impact of duty hour restrictions has been minimal. Some papers suggest that duty hour restrictions may fundamentally change the nature of resident–teacher interactions and, as a result, will necessitate significant changes to the way education is delivered. Overall, the majority of issues of concern relate to one of the following: volume and composition of work, impact on faculty career choice, evolving perceptions of residents as learners, and the need to find an appropriate balance between learning and the quality and quantity of patient care. In describing these themes we identify some potential solutions and future directions for reconciling duty hour restrictions with faculty perceptions...

A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface

Tremblay, R. Brent.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
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The challenge the community college faces in helping meet the needs of the living open system of society is examined in this study. It is postulated that internalization student outcomes are required by society to reduce entropy and remain self-renewing. Such behavior is characterized as having an intrinsically motivated energy source and displays the seeking and conquering of challenge, the development of reflective knowledge and skill, full use of all capabilities, internal control, growth orientation, high self-esteem, relativistic thinking and competence. The development of a conceptual systems model that suggests how transactions among students, faculty and administration might occur to best meet the needs of internalization outcomes in students, and intrinsic motivation in faculty is a major purpose of this study. It is a speculative model that is based on a synthesis of a wide variety of variables. Empirical evidence, theoretical considerations, and speculative ideas are gathered together from researchers and theoretici.ans who are working on separate answers to questions of intrinsic motivation, internal control and environments that encourage their development. The model considers the effect administrators·have on faculty anq the corresponding effect faculty may have on students. The major concentration is on the administrator--teacher interface.For administrators the model may serve as a guide in planning effective transactions...

University Faculty Members’ Understanding of Their Role: Identity, Power, and Silence

Kumar, Rahul
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
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This qualitative study was conducted to explore tenured faculty members’ understandings of their roles as professors. Tenure is an institutional means to enact academic freedom, which allows tenured faculty members to investigate topics of their choosing free from external influence. Academic freedom also enables faculty members to be public intellectuals who shape and critique social policies and make knowledge assertions. In effect, the faculty members are institutionally protected to speak truth to power. Purposeful sampling of 9 participants from 2 universities yielded 3 major themes: professorial identity (shaped by such factors as career stage, university culture, and faculty affiliation), professorial power (powers that participants experienced as well as the ways in which they exercised power), and professorial silencing (as a response to fiscal realities coupled with numerous governance issues). While participants were cognizant of the powers that affected their freedoms, they were less aware of the ways in which their position afforded them powers. Subtle but more potent forms of power were at play for tenured professors, but the participants saw themselves as having to work within institutional and financial constraints that limited their freedom to speak out on controversial issues. Faculty members were...

Nursing faculty intention to use service learning as pedagogy in higher education

Bagnardi, Margaret
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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The purpose of this study was to identify the factors that motivate nursing faculty to use service learning. The study was based on the theory of planned behavior (TPB), which implies that the target behavior of intention to use service learning in higher education is influenced by the predictor variables of behavior beliefs (attitude), normative beliefs (peer influence), and control beliefs (confidence and resources). External variables were also considered (years of teaching experience, tenure status, and the type of curriculum). ^ Group interviews and a pilot test were conducted to create the instrument for the study, and Cronbach alpha were calculated for survey item reliability. The participants were full time undergraduate nursing faculty members ( n = 160) in the Southeastern United States who taught in universities with accredited nurse education programs. Demographic data as well as scores on scaled survey responses were used to evaluate the intention of nursing faculty to use service learning in their classes. ^ Pearson product moment correlation coefficient and path analysis were applied to the data. The correlation findings indicated that there were statistically significant relationships between behavior beliefs, normative beliefs...

Collective bargaining and faculty unionization: An administrative perspective

Quinn, Colleen M
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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The purpose of this qualitative case study was to gain insight into the perspectives of experienced higher education administrators regarding faculty unionization, the collective bargaining process, and the interpersonal relationships between higher education faculty members and administrators. ^ The primary method of data collection was semi-structured face to face interviews with nine administrators from two community colleges and two universities in the south Florida area. All of the study participants worked with unionized faculty members and had direct experience participating in bargaining negotiations. ^ Upon the completion of each interview, the researcher listened to the taped audio recording of the interview several times and then transcribed all of the information from the audiotape into a Word file. Data collection and analysis for each participant were performed concurrently. Using a modified concept mapping approach, the research questions were written on large yellow sticky notes and placed in the middle of a wall in the researcher’s home with nine descriptive categorical themes written on smaller sticky notes placed around the study questions. The highlighted quotes and key phrases were cut from each transcript and placed under each of the descriptive categories. Over the course of a few months repeatedly reviewing the research questions that guided this study...

Nursing faculty intention to use service learning as pedagogy in higher education

Bagnardi, Margaret
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
26.717085%
The purpose of this study was to identify the factors that motivate nursing faculty to use service learning. The study was based on the theory of planned behavior (TPB), which implies that the target behavior of intention to use service learning in higher education is influenced by the predictor variables of behavior beliefs (attitude), normative beliefs (peer influence), and control beliefs (confidence and resources). External variables were also considered (years of teaching experience, tenure status, and the type of curriculum). Group interviews and a pilot test were conducted to create the instrument for the study, and Cronbach alpha were calculated for survey item reliability. The participants were full time undergraduate nursing faculty members (n=-160) in the Southeastern United States who taught in universities with accredited nurse education programs. Demographic data as well as scores on scaled survey responses were used to evaluate the intention of nursing faculty to use service learning in their classes. Pearson product moment correlation coefficient and path analysis were applied to the data. The correlation findings indicated that there were statistically significant relationships between behavior beliefs, normative beliefs...

Essays on Faculty Development; Beiträge zur Nachwuchsförderung

Muschallik, Julia Christiane
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
Português
Relevância na Pesquisa
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Given the need for more systematic faculty development, this thesis focuses on academic mentoring relationships to understand whether and how they can serve as a faculty development strategy. In addition, to widen the view on faculty development strategies, upcoming researchers’ academic career mobility is analyzed. Chapter 2 analyzes the need for more faculty development in the case of economic history. A total of 242 scholars from 59 countries participated in this survey by answering an e-mail questionnaire. The quantitative findings show which countries and regions need more systematic development, and participants were asked to suggest development strategies to promote the field and its researchers. According to the findings, enhancing upcoming researchers’ skill development and fostering their integration into the scientific community should be the core issues of these strategies. Given the need for faculty development strategies, Chapter 3 analyzes what support upcoming researchers perceive in the case of an international e-mentoring program in the field of economic history. Investigating similarities and differences in respect to findings of the traditional mentoring literature, this chapter tries to detect the potentials e-mentoring relationships might have regarding upcoming researchers’ career development. Providing qualitative insights by analyzing mentoring item scales and conversation protocols from 11 mentees...

Publication and citation patterns among LIS faculty: Profiling a “typical professor.”

Shaw, Debora; Vaughan, Lewin
Fonte: Elsevier Publicador: Elsevier
Tipo: Artigo de Revista Científica
Português
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Research on publication and citation patterns generally focuses on prolific or highly-cited authors or on highly-ranked programs. This study investigates the work and influence of a cross section of library and information science (LIS) researchers at various stages of their academic lives, using a random sample of faculty members at programs accredited by the American Library Association. The analysis shows that the number of publications increases steadily as faculty rank advances. Assistant professors publish more conference papers and fewer journal articles, a pattern that is reversed with associate and full professors. Web of Science reports no citations for most LIS faculty publications. With its broader scope, Google Scholar locates more citations, revealing that the works of professors are cited significantly more frequently than publications by assistant or associate professors. When faculty profiles are compared by type of program, faculty members at schools granting doctoral degrees publish significantly more than their counterparts at schools with no doctoral program or where the doctoral degree is offered jointly with other academic units. When the comparison is made across ranks, full professors publish significantly more than faculty members at other ranks but there is no significant difference between assistant and associate professors.

Faculty Handbook Naval Postgraduate School, Monterey California, June 2006.

Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Relatório
Português
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This handbook is a compilation of policies and practices affecting the faculty at the Naval Postgraduate School. While it attempts to accurately depict these policies and practices, it must be recognized that that these subject change over time and different administrators. This handbook sets forth the school policies and procedures relating particularly to the faculty. Requirements for degrees or descriptions of curricula are found in the policy manual of the academic council and in the school catalogue. Other school instructions have been referenced, and are duplicated only when essential. The Policv Regarding Appointment, Promotion, Salmy and Tenure o[O{[ice o(Civilian Members of the Faculty is found in Appendix A. Guiding the faculty at the Naval Postgraduate School is a continuous process. Faculty should be aware that, over time, this Faculty Handbook and its policies may be revised at any time as required. It is noted that the Graduate School of Business and Public Policy (GSBPP) has no departments. The responsibilities and actions described in this Handbook for Chairs will be performed by the Dean of the GSBPP (or delegated representatives).