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Processo de trabalho docente no ensino superior de enfermagem: possibilidades e desafios em diferentes contextos institucionais; The working process of faculty in higher nursing education: opportunities and challenges in different institutional contexts

Leonello, Valéria Marli
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 20/08/2012 Português
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Estudo exploratório qualitativo que tomou como objeto o processo de trabalho docente em Enfermagem de diferentes contextos institucionais de ensino superior (IES) no Estado de São Paulo. O objetivo geral descrever e analisar os principais aspectos relacionados ao processo de trabalho docente em três contextos institucionais que oferecem cursos de Enfermagem no Estado. O marco teórico-metodológico foi o materialismo histórico e dialético e a categoria analítica, o processo de trabalho docente, ancorado nas concepções de trabalho e profissionalidade. Para classificar as IES, utilizou-se a tipologia de contextos institucionais de Balbachevsky. Três IES, uma de cada contexto, foram selecionadas e foram realizadas entrevistas semiestruturadas com 24 docentes: nove do contexto empresarial, oito do misto e sete do acadêmico. O material empírico foi analisado pela técnica de análise de discurso proposta por Fiorin, adaptada por Car e Bertolozzi. Os resultados demonstraram que há um processo de precarização e intensificação do trabalho docente, nos três contextos, embora com distinções importantes. No contexto empresarial, o regime de trabalho predominante é o horista, com dificuldade de efetivação do plano de carreira estabelecido formalmente. A infraestrutura material e humana é escassa...

Relações entre bibliotecários e docentes no Ensino Superior: Um estudo de caso

Amante, Maria João; Extremeño Placer, Ana Isabel; Costa, António Firmino da
Fonte: Associação Portuguesa de Bibliotecários, Documentalistas e Arquivistas Publicador: Associação Portuguesa de Bibliotecários, Documentalistas e Arquivistas
Tipo: Conferência ou Objeto de Conferência
Publicado em /10/2012 Português
Relevância na Pesquisa
26.795933%
Nesta comunicação são discutidas as variáveis chave que moldam a disponibilidade dos docentes do ensino superior para colaborar com os bibliotecários. Concebemos um Modelo Conceptual das Relações entre Bibliotecários-Biblioteca/Docentes que utilizamos com o objetivo de identificar as variáveis que os docentes entendem ser as mais relevantes nessa relação. Começamos por apresentar as causas da tensão entre docentes e bibliotecários. Apresentamos o estudo de caso realizado no ISCTE – Instituto Universitário de Lisboa analisado segundo uma perspetiva descritivo co-relacional que inclui a descrição dos fenómenos (variáveis) e as suas possíveis relações. Utilizamos metodologias qualitativas e quantitativas, a saber, o Grupo de Discussão (Focus Group) e o inquérito por questionário. Alcançamos um grau de ajuste idóneo entre o Modelo e os dados (CMIN/DF=4.067) e o Modelo explica em 58% a variável dependente, isto é, a disponibilidade dos docentes para colaborar com os bibliotecários. O nosso Modelo final permite confirmar as relações estabelecidas no Modelo inicial e descobrir um conjunto de relações novas que contribuem para conhecer, com maior profundidade, as dinâmicas estabelecidas entre os vários processos socioculturais (entendidos como variáveis do Modelo) envolvidos nas relações bibliotecários/docentes...

Faculty development in Canadian medical schools: a 10-year update

McLeod, P J; Steinert, Y; Nasmith, L; Conochie, L
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 15/05/1997 Português
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OBJECTIVE: To compare the current status of faculty development practices in Canadian medical schools with the status of such practices in 1986. DESIGN: Mail survey. SETTING: All 16 Canadian medical schools. PARTICIPANTS: Faculty development coordinators at the medical schools. OUTCOME MEASURES: Existence of faculty development committees, funding for faculty development activities, types of activities and recognition of faculty participation in such activities. RESULTS: Completed responses were received from all schools. They indicated a significant, positive evolution in faculty development since the previous survey, conducted in 1986. Most schools have established a faculty development committee and provide funds for such activities as workshops, sabbatical leaves and conference attendance. Although traditional development practices are prevalent, there is now widespread emphasis on computer technology, information retrieval, management skills and research. Experienced faculty and other experts are more widely used for consultation on teaching. Very little has been done to evaluate the impact of faculty development. CONCLUSION: Faculty development in Canadian medical schools has undergone a major, positive transition during the last 10 years.

A Comprehensive Approach to Faculty Development

Boucher, Bradley A.; Chyka, Peter J.; Fitzgerald, Walter L.; Hak, Lawrence J.; Miller, Duane D.; Parker, Robert B.; Phelps, Stephanie J.; Wood, George C.; Gourley, Dick R.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 15/04/2006 Português
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The purpose of this report was to describe the development, implementation, and outcomes from 3 complementary programs to facilitate the development of faculty members. The Faculty Development Committee (FDC) at the University of Tennessee developed 3 new complementary programs: the Individual Faculty Development Program to encourage faculty members to assess and identify their own specific developmental needs; the Seed Research Grant Program to fund scholarly activities by faculty; and the Technology Support Program to foster financial support of technology upgrades crucial for meeting the research, education, and service needs of faculty members. Eighteen faculty members participated in the Individual Faculty Development Program during the first 2 academic years and all provided positive feedback about their experiences. The Seed Research Grant Program funded 6 projects during its inaugural year. Limited outcome data from these 2 programs are extremely favorable relative to grant submissions and publications, and enhanced educational offerings and evaluations. The Technology Support Fund was initiated in the 2005-2006 academic year. The 3 faculty development programs initiated are offered as examples whereby faculty members are given a high degree of self-determination relative to identifying programs that will effectively contribute to their growth as academicians. Other colleges of pharmacy are encouraged to consider similar initiatives to foster individual faculty development at this critical period of growth within academic pharmacy.

Improving the retention of underrepresented minority faculty in academic medicine.

Daley, Sandra; Wingard, Deborah L.; Reznik, Vivian
Fonte: National Medical Association Publicador: National Medical Association
Tipo: Artigo de Revista Científica
Publicado em /09/2006 Português
Relevância na Pesquisa
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BACKGROUND: Although several studies have outlined the need for and benefits of diversity in academia, the number of underrepresented minority (URM) faculty in academic health centers remains low, and minority faculty are primarily concentrated at the rank of assistant professor. In order to increase the diversity of the faculty of the University of California, San Diego (UCSD) School of Medicine, the UCSD National Center for Leadership in Academic Medicine, in collaboration with the UCSD Hispanic Center of Excellence, implemented a junior faculty development program designed in part to overcome the differential disadvantage of minority faculty and to increase the academic success rate of all faculty. METHODS: Junior faculty received counseling in career and research objectives; assistance with academic file preparation, introduction to the institutional culture; workshops on pedagogy and grant writing; and instrumental, proactive mentoring by senior faculty. RESULTS: After implementation of the program, the retention rate of URM junior faculty in the school of medicine increased from 58% to 80% and retention in academic medicine increased from 75% to 90%. CONCLUSION: A junior faculty development program that integrates professional skill development and focused academic career advising with instrumental mentoring is associated with an increase in the retention of URM faculty in a school of medicine.

Comparison of Attitudes between Generation X and Baby Boomer Veterinary Faculty and Residents

Freeman, Lisa M.; Trower, Cathy A.; Tan, Rachael J.B.; Terkla, Dawn Geronimo
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
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Understanding the characteristics and preferences of the different generations in the veterinary workforce is important if we are to help optimize current and future veterinary schools and teaching hospitals. The purpose of this study was to compare the attitudes of different generations of veterinary faculty and those of faculty and house officers. A survey administered to faculty and house officers asked respondents to identify their level of agreement with a series of statements addressing work and lifestyle issues and feedback preferences. In addition, the survey included an open-ended question on non-monetary rewards for hard work. Thirty-eight of 48 faculty members (79%) and 45 of 54 house officers (83%) completed the survey. Among faculty, there were no significant differences between the Generation X and Baby Boomer subgroups or between genders. More faculty than house officers responded that delayed gratification is acceptable (p =0.03 and that it is difficult to balance home and work life (p < 0.001). Compared to faculty, house officers preferred more frequent (p =0.03) and critical (p = 0.02) feedback. The most common responses to the question on effective non-monetary rewards for hard work, from both faculty and house officers...

The FDP Faculty Burden Survey

Rockwell, Sara
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
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To better understand the administrative burdens placed on faculty who perform research, the Faculty Standing Committee of the Federal Demonstration Partnership (FDP) invited 23,325 full-time faculty members who were Principal Investigators (PI) or Co-Principal Investigators (Co-PI) on active federally funded research grants to participate in a web-based survey that contained questions on the nature, size, and impact of the administrative tasks associated with their research projects. The responses of the 6,081 faculty respondents show that the administrative burden on faculty is very significant: 42% of the time spent by an average PI on a federally funded research project was reported to be expended on administrative tasks related to that project rather than on research. This administrative burden does not stem from one or a few exceptionally onerous tasks, but instead reflects the cumulative effect of the many administrative burdens imposed by different funding agencies, different offices within agencies, auditing and accrediting agencies, and academic institutions. The lack of institutional assistance contributes to the administrative workload of the faculty. Many burdens are remarkably constant across funding agencies, universities...

Development and Use of a Tool to Guide Junior Faculty in Their Progression Toward Promotion and Tenure

Garand, Linda; Matthews, Judith T.; Courtney, Karen L.; Davies, Marilyn; Lingler, Jennifer H.; Schlenk, Elizabeth A.; Yang, Kyeongra; Bender, Catherine M.; Burke, Lora E.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
Relevância na Pesquisa
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Junior faculty have multiple roles and need to participate in a variety of activities that increase their likelihood of achieving promotion and tenure. Yet, these faculty often struggle when deciding how and when to expend effort along their career trajectory. In response to the need for structured guidance when setting priorities and making decisions about time management, faculty from a school of nursing at a research university have developed and begun to use a faculty progression tool. Introduced during orientation, this tool helps junior faculty weigh the relative importance of engaging in specific activities by offering a time frame and suggestions for prioritizing and pacing efforts to accomplish critical milestones. Although primarily aimed at tenure stream faculty in a research-intensive environment, this faculty progression tool serves as a model that may be modified for environments with less focus on research. Likewise, it may provide a foundation for development of a similar tool for nontenure stream faculty.

Perspectives on faculty development: aiming for 6/6 by 2020

Steinert, Yvonne
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
Português
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Faculty development has a key role to play in individual and organizational development. This perspective on faculty development, which builds on the 2020 Vision of Faculty Development Across the Medical Education Continuum Conference and the First International Conference on Faculty Development in the Health Professions, describes six recommendations that we should consider as the field of faculty development moves forward: grounding faculty development in a theoretical framework; broadening the focus of faculty development to address the various roles that clinicians and basic scientists play; recognizing the role that faculty development can play in promoting curricular and organizational change; expanding our notion of how faculty members develop and moving beyond formal, structured activities to incorporate notions of work-based learning and communities of practice; making faculty development an expectation for all faculty members; and promoting scholarship in faculty development to ensure that research informs practice. Looking ahead, we should also consider strategies for leading change, collaborate across institutions and international borders, and work together to share lessons learned in research and practice.

Faculty and student perceptions of the feasibility of individual student–faculty meetings

Mulder, B. F.; Erich, M. H.; Borleffs, J. C. C.; Elgersma, A. F.; Cohen-Schotanus, J.
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
Português
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26.828586%
The extent to which students feel involved in their education positively influences academic achievement. Individual student–faculty meetings can foster student involvement. To be effective, faculty acknowledgement of the benefit of these meetings is a prerequisite. The aim of this study was to explore faculty perceptions of individual student–faculty meetings. In addition we investigated students’ perceptions. As part of the undergraduate programme, mandatory individual intake and follow-up meetings between first-year medical students (n = 425) and senior faculty members (n = 34) have been implemented from 2009 onwards. We administered a questionnaire on faculty perceptions of the benefit and impact of intake meetings. Subsequently, after both meetings had been held, strong and weak points of the mandatory programme were explored using open-ended questions. Students’ perceptions were investigated by open-ended questions as a part of the curriculum evaluation process. Faculty enjoyed the meetings (90 %), perceived the meetings to be beneficial (74 %) and expected a positive effect on student involvement (74 %). Faculty appreciated the opportunity to give advice tailored to students’ personal needs and levels of performance. The students appreciated the meetings and the attention given to their personal situation and study progress. Faculty and student appreciation of the meetings seems to support the assumption that the individual meetings increase students’ social and academic involvement. Further research should focus on the impact of individual student–faculty meetings on students’ learning behaviours.

Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /06/2010 Português
Relevância na Pesquisa
26.774805%
One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties.

The clinical competency of practicing and nonpracticing faculty of associate degree schools of nursing

Kleier, Jo Ann Sanders
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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This study assesses and describes the perception of clinical competency and the relationship to clinical practice of full-time nursing faculty in the associate degree nursing programs in the state of Florida. The study was developed around one major hypothesis and four research questions. The Hygiene-Motivators Theory proposed by Herzberg, Mausner, and Snyderman (1959) provided the conceptual framework to explain factors that would motivate a person to expand workload and maintain job satisfaction.^ Data were collected from the 244 faculty members teaching full-time at the 15 associate degree schools of nursing accredited by the National League for Nursing in the state of Florida. A total of 186 faculty (76%) responded and 175 (72%) cases were used for data analysis.^ Two instruments were modified and combined for the investigation. The instruments were the Faculty Perception of Practice Questionnaire (Parascenzo, 1983) and a three-part Attributes Deemed Necessary for Faculty to Proclaim Clinical Competency (Smith, 1991) scale. Computer analyses employing descriptive and inferential statistics were performed.^ The findings revealed that faculty were closely divided as to practice activities with more faculty nonpracticing than practicing. Factors identified as impediments to increased clinical practice were identified as teaching load and personal/family responsibilities that lead to a lack of time and lack of opportunity. Those faculty who practice did so as moonlighters in positions that would not require advanced training. Both the practicing and nonpracticing faculty reported a high level of satisfaction with their activities as a means of maintaining clinical practice. While both groups reported a high level of expertise...

The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs

Burroughs, Lynda Anne
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.87111%
The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. ^ Sanders CTI (1992) instrument was adapted for this study and pilot-tested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61% for part-time faculty (n = 55). ^ The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Full-time faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. ^ Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion...

The self-perceived effects on faculty that result from the experience of serving in a residential college

Arneson, Eric E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.87111%
The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. A pilot study had been previously conducted that enabled the researcher to modify and adjust the dissertation methodology accordingly, based upon the findings of the pilot study. The pilot study, in short, found that residential faculty members felt they gained from the experience in terms of relationships with students and other faculty while facing a few small challenges. ^ Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students; the literature review revealed this information is plentiful. There is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom...

The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs

Burroughs, Lynda A.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
26.87111%
The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. Sander's CTI (1992) instrument was adapted for this study and pilottested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61 % for part-time faculty (n = 55). The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Fulltime faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion...

Explaining the effects of class size on faculty and students

Manrara, Maggie Aleman
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.795933%
This study explored the effects of class size on faculty and students. Specifically, it examined the relationship of class size and students' participation in class, faculty interactive styles, and academic environment and how these behaviors affected student achievement (percentage of students passing).^ The sample was composed of 629 students in 30 sections of Algebra I at a large, urban community college. A survey was administered to the students to solicit their perceptions on their participation in class, their faculty interaction style, and the academic environment in their classes. Selected classes were observed to triangulate the findings. The relationship of class size to student participation, faculty interactive styles, and academic environment was determined by using hierarchical linear modeling (HLM). A significant difference was found on the participation of students related to class size. Students in smaller classes participated more and were more engaged than students in larger classes.^ Regression analysis using the same variables in small and large classes showed that faculty interactive styles significantly predicted student achievement. Stepwise regression analyses of student and faculty background variables showed that (a) students' estimate of GPA was significantly related to their achievement (r = .63); (b) older students reported more participation than did younger ones...

The socialization of adjunct faculty into the academic culture of a public community college campus

Shannon, Debra Ann
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.87882%
This study investigated the socialization of adjunct faculty into the academic culture of a community college campus. Because of the increased utilization of adjunct faculty, the need to socialize them to effectively function within the organizational culture has become more acute. A review of the literature revealed that when employees are socialized, they are more committed to the goals and welfare of the organization, are less likely to leave the organization, and are more productive and innovative. Therefore, it is important that administrators have programs and practices in place that would help to integrate adjunct faculty into the academic culture. The model of organizational socialization (Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994) formed the framework for this study, which was guided by the following research questions: How do adjunct faculty members describe their socialization into the culture of their college campus? How do administrators describe their roles and that of the organization in the socialization of adjunct faculty members? What organizational programs and activities are in place for the socialization of adjunct faculty? The North Campus of Miami Dade College was the site for this study, as it is a campus with a long history of utilizing adjunct faculty members and one that has a clearly-stated mission of adjunct faculty socialization. A qualitative case study method was used...

Implementation of service -learning in higher education courses: Perceptions of faculty

Hayden, Mary Helen
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.813596%
This study examined the motivation of college and university faculty to implement service-learning into their traditional courses. The benefits derived by faculty, as well as those issues of maintenance, including supports and/or obstacles, were also investigated in relation to their impact on motivation. The focus was on generating theory from the emerging data. ^ Data were collected from interviews with 17 faculty teaching courses that included a component of service-learning. A maximum variation sampling of participants from six South Florida colleges and universities was utilized. Faculty participants represented a wide range of academic disciplines, faculty ranks, years of experience in teaching and using service-learning as well as gender and ethnic diversity. For data triangulation, a focus group with eight additional college faculty was conducted and documents, including course syllabi and institutional service-learning handbooks, collected during the interviews were examined. The interviews were transcribed and coded using traditional methods as well as with the assistance of the computerized assisted qualitative data analysis software, Atlas.ti. The data were organized into five major categories with themes and sub-themes emerging for each. ^ While intrinsic or personal factors along with extrinsic factors all serve to influence faculty motivation...

Predictors of depression, stress, and anxiety among non-tenure track faculty

Reevy, Gretchen M.; Deason, Grace
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 08/07/2014 Português
Relevância na Pesquisa
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Nationwide in the United States, 70% of faculty members in higher education are employed off the tenure-track. Nearly all of these non-tenure-track (NTT) appointments share a quality that may produce stress for those who hold them: contingency. Most NTT appointments are contingent on budget, enrollment, or both, and the majority of contingent faculty members are hired for one quarter or semester at a time. Significant research has investigated the effects of contingency on teaching, students, departments, colleges, and universities; however, little research has focused on the psychological experiences of NTT faculty. The current study examined perceptions of workplace stressors and harm, organizational commitment, common coping mechanisms, and depression, anxiety and stress among NTT faculty using a longitudinal design that spanned 2–4 months. Results indicate that NTT faculty perceive unique stressors at work that are related to their contingent positions. Specific demographic characteristics and coping strategies, inability to find a permanent faculty position, and commitment to one's organization predispose NTT faculty to perceive greater harm and more sources of stress in their workplaces. Demographic characteristics, lower income...

Research-based assessment affordances and constraints: Perceptions of physics faculty

Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew "Sandy"; Bell, Alexander; Sayre, Eleanor C.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 06/01/2015 Português
Relevância na Pesquisa
26.841462%
To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBA). First, many faculty are interested in using RBAs but have practical needs around how to do so: how to find them, which ones there are, and how to administer them. They want help addressing these needs. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to norm their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth...