The Oklahoma Center for Mentoring Excellence (OCME) initiated faculty workshops to enhance their mentoring skills and establish an intercampus network for faculty specializing in clinical and biomedical sciences. The initial importance of mentoring competencies based on early career faculty members' perception and experience had not yet been determined. The Mentoring Competency Assessment validated by Fleming et al. (2013b) was used to rate the perceived importance of competencies and assess senior faculty members' competencies using a seven-point range, Likert-type response scale. Responses were analyzed by presence or absence of a mentor, previous formal mentor training, sex, and health science discipline. Junior faculty (n = 144) rated each competency as important or greater across all categories. A majority (70%) reported not having a current mentor. Junior faculty with current mentors rated senior faculty competencies higher than junior faculty without; participation in formal mentor training as well as a clinical faculty appointment were independently associated with higher assessment scores. This study identifies specific population characteristics that may serve to enhance the effectiveness of OCME workshops and demonstrates that junior faculty identify mentoring as significantly important in their academic career success in a research and clinical health setting.
{"title":"Mentee Assessment of Mentoring Competencies at an Academic Health Sciences Center.","authors":"Brandt Wiskur, Natasha Mickel, Valerie N Williams","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>The Oklahoma Center for Mentoring Excellence (OCME) initiated faculty workshops to enhance their mentoring skills and establish an intercampus network for faculty specializing in clinical and biomedical sciences. The initial importance of mentoring competencies based on early career faculty members' perception and experience had not yet been determined. The Mentoring Competency Assessment validated by Fleming et al. (2013b) was used to rate the perceived importance of competencies and assess senior faculty members' competencies using a seven-point range, Likert-type response scale. Responses were analyzed by presence or absence of a mentor, previous formal mentor training, sex, and health science discipline. Junior faculty (n = 144) rated each competency as important or greater across all categories. A majority (70%) reported not having a current mentor. Junior faculty with current mentors rated senior faculty competencies higher than junior faculty without; participation in formal mentor training as well as a clinical faculty appointment were independently associated with higher assessment scores. This study identifies specific population characteristics that may serve to enhance the effectiveness of OCME workshops and demonstrates that junior faculty identify mentoring as significantly important in their academic career success in a research and clinical health setting.</p>","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"34 2","pages":"33-43"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7380665/pdf/nihms-1610619.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38203187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maureen T Connelly, Thomas S Inui, Emily Oken, Antoinette S Peters
Purpose: Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years.
Method: Content analysis of faculty reports and immersion/crystallization to analyze interviews.
Results: Faculty reports described satisfaction and dissatisfaction; facilitators and barriers to goals; and requests for feedback, with community, collaboration and mentorship integral to all three. Interviewees emphasized practical challenges, the role of the mentor and the power of the review to establish community norms.
Conclusion: Respondents generally found reviews constructive and supportive. The process informs departmental expectations and culture.
{"title":"Annual Performance Reviews Of, For and By Faculty: A Qualitative Analysis of One Department's Experiences.","authors":"Maureen T Connelly, Thomas S Inui, Emily Oken, Antoinette S Peters","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Purpose: </strong>Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years.</p><p><strong>Method: </strong>Content analysis of faculty reports and immersion/crystallization to analyze interviews.</p><p><strong>Results: </strong>Faculty reports described satisfaction and dissatisfaction; facilitators and barriers to goals; and requests for feedback, with community, collaboration and mentorship integral to all three. Interviewees emphasized practical challenges, the role of the mentor and the power of the review to establish community norms.</p><p><strong>Conclusion: </strong>Respondents generally found reviews constructive and supportive. The process informs departmental expectations and culture.</p>","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"32 2","pages":"5-12"},"PeriodicalIF":0.0,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6241322/pdf/nihms-984224.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36698959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.13140/RG.2.2.19455.82084
J. Fletcher
There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2005; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith, Jones, Gilbert, & Wieman, 2013). This article examines literature associated with peer observation of teaching in higher education and offers practical support and guidance from first-person accounts in a largersized STEM academic unit (N = 45 teaching faculty) at a public land-grant high intensive research institution enrolling over 36,000 students. Faculty teaching practices play a critical role in student learning and there is always room for continuous improvement and development.
{"title":"Peer Observation of Teaching: A Practical Tool in Higher Education.","authors":"J. Fletcher","doi":"10.13140/RG.2.2.19455.82084","DOIUrl":"https://doi.org/10.13140/RG.2.2.19455.82084","url":null,"abstract":"There are limited viewpoints in the literature about peer observation of teaching in higher education and how it can be an effective tool to improve the quality of instruction in the classroom (Bell, 2001; Bell, 2005; Bell & Mladenovic, 2005; Brancato, 2003; Chism, 2007; Huston & Weaver, 2008; Shortland, 2004; Shortland, 2010; Smith, Jones, Gilbert, & Wieman, 2013). This article examines literature associated with peer observation of teaching in higher education and offers practical support and guidance from first-person accounts in a largersized STEM academic unit (N = 45 teaching faculty) at a public land-grant high intensive research institution enrolling over 36,000 students. Faculty teaching practices play a critical role in student learning and there is always room for continuous improvement and development.","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"142 1","pages":"51-64"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86016005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jenny L. Davis, D'lane Compton, D. N. Farris, Tony P. Love
No longer can we think of "online" as somewhere people go, an escape our aside from daily living. Rather, the Internet, and digital technologies more generally, are part and parcel of everyday life. We move seamlessly, and often simultaneously, between digital and physical, acting and interacting with and without physical copresence. It is therefore important to understand how this kind of digital-physical enmeshment plays out in the educational setting, and how it can be harnessed for pedagogical purposes. Indeed, as Daniels and Feagin (2011) aptly state:A revolution in academia is coming. New social media and other web technologies are transforming the way we, as academics, do our job. These technologies offer communication that is interactive, instantaneous, global, low-cost, and fully searchable, as well as platforms for connecting with other scholars everywhere.In line with this, we examine the present role of digital technologies in higher education with an eye towards strengthening intellectual engagement.Specifically, we look at the successful incorporation of social network sites (boyd & Ellison, 2008) in the higher education setting through two case studies. The first case focuses on a student-generated Facebook group that emerged out of a 2011 Sociology of Gender course, and remains active several years later. The second looks at the successful maintenance of a Sociology Department Facebook page. The former demonstrates social media as a tool of pedagogy, while the latter demonstrates social media as a tool in the construction of a larger participatory learning culture (Jenkins et al., 2009). Beyond describing these case examples, we extract from them the components that made them useful for both faculty and students. Specifically, we show how optional participation, active content production, and active comment moderation can foster a rich learning environment and meaningful intellectual community.We illustrate these two cases through the autoethnographic accounts of authors Farris and Compton, who actively administer their respective course and departmental Facebook platforms. Through these personal accounts and our subsequent analysis of them, we address the specific issues of control, privacy, and participation. In so doing, we confront the challenges and opportunities of social network sites as educational tools. We offer both a practical model and concrete advice for the fruitful integration of social network sites within higher education, emphasizing balance between social connection and professionalism; information availability and information overload; administrator control and student driven engagement.Social Media in the ClassroomSocial media are the set of digital interactive tools used for production, consumption, and sharing of user generated content within a network. These include a range of platforms such as YouTube, Twitter, Tumblr, Facebook, Instagram, and Snapchat, for example. Social network sites are a subset of so
{"title":"Implementing and Analyzing Social Media in Higher Education","authors":"Jenny L. Davis, D'lane Compton, D. N. Farris, Tony P. Love","doi":"10.31235/osf.io/e5gcx","DOIUrl":"https://doi.org/10.31235/osf.io/e5gcx","url":null,"abstract":"No longer can we think of \"online\" as somewhere people go, an escape our aside from daily living. Rather, the Internet, and digital technologies more generally, are part and parcel of everyday life. We move seamlessly, and often simultaneously, between digital and physical, acting and interacting with and without physical copresence. It is therefore important to understand how this kind of digital-physical enmeshment plays out in the educational setting, and how it can be harnessed for pedagogical purposes. Indeed, as Daniels and Feagin (2011) aptly state:A revolution in academia is coming. New social media and other web technologies are transforming the way we, as academics, do our job. These technologies offer communication that is interactive, instantaneous, global, low-cost, and fully searchable, as well as platforms for connecting with other scholars everywhere.In line with this, we examine the present role of digital technologies in higher education with an eye towards strengthening intellectual engagement.Specifically, we look at the successful incorporation of social network sites (boyd & Ellison, 2008) in the higher education setting through two case studies. The first case focuses on a student-generated Facebook group that emerged out of a 2011 Sociology of Gender course, and remains active several years later. The second looks at the successful maintenance of a Sociology Department Facebook page. The former demonstrates social media as a tool of pedagogy, while the latter demonstrates social media as a tool in the construction of a larger participatory learning culture (Jenkins et al., 2009). Beyond describing these case examples, we extract from them the components that made them useful for both faculty and students. Specifically, we show how optional participation, active content production, and active comment moderation can foster a rich learning environment and meaningful intellectual community.We illustrate these two cases through the autoethnographic accounts of authors Farris and Compton, who actively administer their respective course and departmental Facebook platforms. Through these personal accounts and our subsequent analysis of them, we address the specific issues of control, privacy, and participation. In so doing, we confront the challenges and opportunities of social network sites as educational tools. We offer both a practical model and concrete advice for the fruitful integration of social network sites within higher education, emphasizing balance between social connection and professionalism; information availability and information overload; administrator control and student driven engagement.Social Media in the ClassroomSocial media are the set of digital interactive tools used for production, consumption, and sharing of user generated content within a network. These include a range of platforms such as YouTube, Twitter, Tumblr, Facebook, Instagram, and Snapchat, for example. Social network sites are a subset of so","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"10 1","pages":"9-16"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90026691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media.
Method: The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring.
Results: The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks.
Conclusions: Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines.
{"title":"Social Media and Mentoring in Biomedical Research Faculty Development.","authors":"Stacey Alan Teruya, Shahrzad Bazargan-Hejazi","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Purpose: </strong>To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media.</p><p><strong>Method: </strong>The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and aligned them with relevant social media strengths and capabilities facilitated through traditional and/or peer mentoring.</p><p><strong>Results: </strong>The authors derived a model in which social media is leveraged to achieve developmental goals reflected in independent and shared projects, and in the creation and expansion of support and research networks.</p><p><strong>Conclusions: </strong>Social media may be successfully leveraged and applied in achieving developmental goals for biomedical research faculty, and potentially for those in other fields and disciplines.</p>","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"28 3","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4479295/pdf/nihms698263.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33427811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A reform movement has been active in higher education for several decades. The proponents of change argue that the traditional teacher-centered approach to classroom instruction, which emphasizes lecturing, individual effort, and competition for grades, is not particularly effective for promoting learning and skill development. They claim that a more balanced approach incorporating active, inductive (discovery), and cooperative learning improves the chances of achieving almost every conceivable educational objective, including depth of learning, length of information retention, development of problem-solving, communication, and teamwork skills, attitudes toward subjects and increased motivation to learn them, and self-confidence. They offer an impressive array of learning theory-based and classroom research results to support these claims.
{"title":"Engineering Faculty Development: Getting the Sermon beyond the Choir.","authors":"R. Brent, R. Felder","doi":"10.18260/1-2--7126","DOIUrl":"https://doi.org/10.18260/1-2--7126","url":null,"abstract":"A reform movement has been active in higher education for several decades. The proponents of change argue that the traditional teacher-centered approach to classroom instruction, which emphasizes lecturing, individual effort, and competition for grades, is not particularly effective for promoting learning and skill development. They claim that a more balanced approach incorporating active, inductive (discovery), and cooperative learning improves the chances of achieving almost every conceivable educational objective, including depth of learning, length of information retention, development of problem-solving, communication, and teamwork skills, attitudes toward subjects and increased motivation to learn them, and self-confidence. They offer an impressive array of learning theory-based and classroom research results to support these claims.","PeriodicalId":90982,"journal":{"name":"The journal of faculty development","volume":"10 1","pages":"73-81"},"PeriodicalIF":0.0,"publicationDate":"1998-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81499947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号