Support Of Department Research Articles

The Relationship of Individual Capabilities and Environmental Support with Different Facets of Designers' Innovative Behavior

Theoretical perspectives on employee creativity have tended to focus on an individual's capability to generate original and potentially useful ideas, whereas definitions of innovation also include the process of putting those new ideas into practice. This field study therefore set out to test how theoretically distinct types of individual knowledge and skills are related to different aspects of employees' innovative behavior in terms of both their new idea generation and idea implementation. Using a sample of design engineers (n = 169) in a multinational engineering company, measures were taken of different aspects of innovative work behavior (patent submission, real‐time idea submission, idea implementation) and a range of individual capabilities (creativity‐relevant skills, job expertise, operational skills, contextual knowledge, and motivation) and environmental features (job control, departmental support for innovation). Analyses showed that creativity‐relevant skills were positively related to indices of idea generation but not to idea implementation. Instead, employees' job expertise, operational skills, and motivation to innovate demonstrated a stronger role in idea implementation. In terms of environmental factors, job control showed no positive relationship with innovative work behavior while departmental support for innovation was related to employees' idea generation but not idea implementation. The theoretical perspective that correlates of idea generation differ in certain aspects to those for idea implementation are confirmed by the study. Practical implications for organizations wishing to improve their innovativeness are discussed in terms of tailored training, development, motivational, and environmental interventions designed to improve the capabilities of individuals to engage in all parts of the innovation process.

Status of neurology medical school education: results of 2005 and 2012 clerkship director survey.

To survey all US medical school clerkship directors (CDs) in neurology and to compare results from a similar survey in 2005. A survey was developed by a work group of the American Academy of Neurology Undergraduate Education Subcommittee, and sent to all neurology CDs listed in the American Academy of Neurology database. Comparisons were made to a similar 2005 survey. Survey response rate was 73%. Neurology was required in 93% of responding schools. Duration of clerkships was 4 weeks in 74% and 3 weeks in 11%. Clerkships were taken in the third year in 56%, third or fourth year in 19%, and fourth year in 12%. Clerkship duration in 2012 was slightly shorter than in 2005 (fewer clerkships of ≥4 weeks, p = 0.125), but more clerkships have moved into the third year (fewer neurology clerkships during the fourth year, p = 0.051). Simulation training in lumbar punctures was available at 44% of schools, but only 2% of students attempted lumbar punctures on patients. CDs averaged 20% protected time, but reported that they needed at least 32%. Secretarial full-time equivalent was 0.50 or less in 71% of clerkships. Eighty-five percent of CDs were "very satisfied" or "somewhat satisfied," but more than half experienced "burnout" and 35% had considered relinquishing their role. Trends in neurology undergraduate education since 2005 include shorter clerkships, migration into the third year, and increasing use of technology. CDs are generally satisfied, but report stressors, including inadequate protected time and departmental support.

Dedicated training in adult education among otolaryngology faculty.

Most faculty members undergo ad hoc training in education. This survey was developed to assess the prevalence and type of dedicated training in education received by academic otolaryngology-head and neck surgery (OTO-HNS) faculty in the United States. Survey. An 11-item survey was developed to assess the prevalence of dedicated instruction in education theory and practice, the types of instruction received, and the barriers to receiving instruction. The survey was sent to all OTO-HNS program directors for distribution among their respective faculty. A total of 216 responses were received. Seventy respondents (32.7%) serve as program director, associate program director, or assistant program director in their respective programs. Forty-six respondents (21.8%) had received dedicated training in education. Of the respondents who described the type of education training received, 48.7% participated in didactics/seminar, 35.9% in degree/certificate programs, 10.3% in multimodality training, and 5.1% online training. Among the barriers encountered to participation in instruction in education, time/productivity pressures was the most commonly cited reason (60.2%), followed by not knowing about the opportunity to receive training (36.4%), lack of departmental support (26.2%), lack of available training (22.3%), and the perception that such training would not be useful (7.8%). Presently, only a minority of surveyed academic otolaryngologists in the United States have received any dedicated instruction in the theory and practice of education. Personal, departmental, and institutional barriers exist in many practice environments that hinder otolaryngology faculty from participating in education training. N/A.

Bridging the health security divide: department of defense support for the global health security agenda.

In 2011, President Obama addressed the United Nations General Assembly and urged the global community to come together to prevent, detect, and fight every kind of biological danger, whether a pandemic, terrorist threat, or treatable disease. Over the past decade, the United States and key international partners have addressed these dangers through a variety of programs and strategies aimed at developing and enhancing countries' capacity to rapidly detect, assess, report, and respond to acute biological threats. Despite our collective efforts, however, an increasingly interconnected world presents heightened opportunities for human, animal, and zoonotic diseases to emerge and spread globally. Further, the technical capabilities required to develop biological agents into a weapon are relatively low. The launch of the Global Health Security Agenda (GHSA) provides an opportunity for the international community to enhance the linkages between the health and security sectors, accelerating global efforts to prevent avoidable epidemics and bioterrorism, detect threats early, and respond rapidly and effectively to biological threats. The US Department of Defense (DoD) plays a key role in achieving GHSA objectives through its force health protection, threat reduction, and biodefense efforts at home and abroad. This article focuses on GHSA activities conducted in the DoD Office of the Assistant Secretary of Defense for Nuclear, Chemical, and Biological Defense.

SOSIALISASI MANDI CUCI KAKUS SEHAT DAN FUNGSIONAL DI SURABAYA

This article describes the community service activity that has been carried out by Petra’s Department of Architectureunder full support of LPPM Petra. Healthy and Functional Toilet Socialization in Surabaya activity comes in the form of video playback and comic distribution to the people in two villages of The Residents of Surabaya’s River Bank Community and two elementary schools around District of Ngagel. This activity is done to support the East Java Provincial Government to actualize defecation free area in East Java. This socialization is considered very critical looking at the lack of awareness of citizens in culturing healthy and functional toilet.

Scaling Up Short-Term Humanitarian Surgery: A Global Surgery Elective for Senior Medical Students

The proportion of US medical students participating in global health has increased by 24%. These experiences are generally self-directed and lack a formal educational component. This article describes a structured, comprehensive, community-driven global surgery elective for senior-year students. "Surgery and Global Health" is a monthlong elective during which students shadow in the university hospital, lead discussions of an assigned text, attend lectures, and participate in a clinical rotation in rural Haiti. The first week is didactic and takes place in Atlanta, GA. Weeks 2 through 4 are clinical and are conducted in Haiti. Urological and general surgery procedures are performed during weeks 2 and 3, while the final week is reserved for follow-up care. This experience was institutionally supported. Emory University Hospital, Atlanta, GA; L'Hôpital St. Thérèse, Hinche, Centre, Haiti. Emory University School of Medicine students, years 2 through 4, supervised by faculty from the departments of Urology, General Surgery, and Anesthesiology. Senior-year students spent 21 days in central Haiti working in a rural clinical setting. Students participated in all facets of surgical care including preoperative clearance, postanesthesia care, discharge planning, and follow-up. Students felt a level of supervised responsibility that was not afforded at their home institution and were able to take on more advanced clinical roles. Students planned and executed this innovative experience with multidisciplinary, departmental, and institutional support. Stateside components introduced students to Haitian culture, global surgery ethics, and humanitarian surgical trip logistics. Structured global health experiences such as this give students practical skills and incentive to pursue careers involving global surgery.

WE-G-17A-05: Real-Time Catheter Localization Using An Active MR Tracker for Interstitial Brachytherapy

Purpose: To develop a novel active MR-tracking system which can provide accurate and rapid localization of brachytherapy catheters, and assess its reliability and spatial accuracy in comparison to standard catheter digitization using MR images. Methods: An active MR tracker for brachytherapy was constructed by adding three printed-circuit micro-coils to the shaft of a commercial metallic stylet. A gel phantom with an embedded framework was built, into which fifteen 14-Gauge catheters were placed, following either with parallel or crossed paths. The tracker was inserted sequentially into each catheter, with MR-tracking running continuously. Tracking was also performed during the tracker's removal from each catheter. Catheter trajectories measured from the insertion and the removal procedures using the same micro-coil were compared, as well as trajectories obtained using different micro-coils. A 3D high-resolution MR image dataset of the phantom was acquired and imported into a treatment planning system (TPS) for catheter digitization. A comparison between MR-tracked positions and positions digitized from MR images by TPS was performed. Results: The MR tracking shows good consistency for varying catheter paths and for all micro-coils (mean difference ∼1.1 mm). The average distance between the MR-tracking trajectory and catheter digitization from the MR images was 1.1 mm. Ambiguity in catheter assignment from images due to crossed paths was resolved by active tracking. When tracking was interleaved with imaging, real-time images were continuously acquired at the instantaneous tip positions and displayed on an external workstation. Conclusion: The active MR tracker may be used to provide an independent measurement of catheter location in the MR environment, potentially eliminating the need for subsequent CT. It may also be used to control realtime imaging of catheter placement. This will enable MR-based brachytherapy planning of interstitial implants without ionizing radiation, with the potential to enable dosimetric guidance of catheter placement. We gratefully acknowledge support from the American Heart Association SDG 10SDG2610139, NIH 1R21CA158987-01A1, U41-RR019703, and R21 CA 167800, as well as a BWH Department of Radiation Oncology post-doctoral fellowship support. Li Pan and Wesley Gilson are employees of Siemens Corporation, Corporate Technology. Ravi Seethamraju is an employee of Siemens Healthcare.

Exploring and testing the predictors of new faculty success: a mixed methods study

The purpose of this mixed methods study was to investigate and test the factors contributing to new faculty members' success. In the first phase, qualitative analysis of focus groups revealed four prominent themes affecting new faculty members: expectations, collegiality, balance, and location. In the second phase, new faculty members completed an online survey using scales developed from the qualitative themes. Factor analysis revealed five distinct factors (qualitative theme ‘balance’ split into professional and personal), each demonstrating construct validity, reliability, and significant intercorrelations. Female faculty reported less personal balance, self-reported health, and general life satisfaction. Also, faculty with more years of service had lower job satisfaction and perceived departmental support. Finally, multiple regressions revealed professional balance had the greatest predictive effect on faculty members' self-perception of success at work; alternatively, expectations, collegiality, and location had greater effects on indirect success indicators such as job satisfaction, general life satisfaction, health, and stress.

The preceptor experience: the impact of the Vermont Nurse Internship Project/Partnership Model on Nursing Orientation.

The purpose of this article is to share the experience of implementation of a preceptor initiative in a large, diverse nursing department. The current literature, program selection, educational workshops, committee structure, and departmental support needed to implement a house-wide preceptor initiative are reviewed, and the results of the research project that was conducted are discussed.

Effective Engagement Strategies for Non-Tenure-Track Faculty in Precollege Mathematics Reform in Community Colleges

The success of efforts to improve student outcomes in precollege mathematics at community colleges hinges on engaging and supporting non-tenure-track faculty [NTTF], who comprise a significant proportion of precollege instructional staff. Although research suggests weak departmental support and barriers and constraints to NTTF engagement, no studies have focused specifically on NTTF in the context of precollege mathematics reform in community colleges. This qualitative case study fills a gap in our understanding through interviews with seven tenure-track faculty [TTF] and 11 NTTF from three departments participating in the Washington State Rethinking Pre-College Mathematics grant. The case study examines the nature and effectiveness of strategies and incentives developed by TTF to engage their NTTF peers in department-led reform of precollege mathematics. Each department was successful in securing NTTF engagement across a broad spectrum, using strategies that included offering perquisites, professional development, and targeted instructional support. The NTTF detailed some changes in their practice, such as diversifying classroom instruction and approaches to assessment. Strategies that successfully initiated engagement (e.g., compensation) differed from those that sustained engagement, with the latter leveraging NTTF interest in growing professionally in order to improve student outcomes and build professional relationships with peers. Findings inform the delivery of NTTF professional development by suggesting that education and training expand beyond the delivery of new content to include relationship building with other faculty. The study's findings also consider NTTF professional development to be a shared responsibility among departments, colleges, systems, and NTTF.

Status of pediatric anesthesiology fellowship research education in the United States: a survey of fellowship program directors

Currently, very little information is known regarding the research education of pediatric anesthesia fellows. The main objective of the current investigation was to evaluate the status of research training in pediatric anesthesia fellowship programs in the United States. Survey responses were solicited from forty-six pediatric anesthesia fellowship directors. Questions evaluated department demographic information, the extent of faculty research activity, research resources and research funding in the department, the characteristics of fellow research education and fellow research productivity, departmental support for fellow research, and perceived barriers to fellow research education. Thirty-six of forty-six fellowship directors responded to the survey, for a response rate of 78%. Eight of fourteen (57%) programs with a structured curriculum had more than 20% of graduating fellows publish a peer-reviewed manuscript compared with only five of twenty-two (23%) programs, which did not have a structured research curriculum (P=0.03). While the majority of program directors (thirty of thirty-six (83%)) did not think that fellows are adequately trained to pursue research activities, only a minority of program directors (7 of 36 (19%)) thought that an extra year of fellowship dedicated to research should become a requirement. Structured research curriculum is associated with increased research productivity during pediatric anesthesia fellowship. Important barriers to fellows' research education include high clinical demands and lack of research time for faculty. Despite acknowledging the poor research education, a small minority of fellowship directors supports the addition of an extra year exclusively dedicated to research.

Insights on multi-site physician practice in the cooperative medical background

The paper introduced the multi-site physician practice operational in the modes of hospital departmental support,hospital trusteeship,and public-private hospital management,and summarized the merits of such a practice adopted in the background of cooperative hospital operations as follows.A cooperation of common interests enjoys supports of all stakeholders and minimum resistance;better policies and conditions mobilize physicians'incentives; better continuity of medical practice; better public benefits of the hospital.The paper also probed into such issues as setbacks of the practice in such a background,complicity of medical disputes definition and resolution,possible talent drain of public hospitals,and possible impacts on branding and core competence of public hospitals. Key words: Multi-site physician practice; Departmental support; Hospital trusteeship; Public-private hospital cooperation

PULSE Vision & Change Rubrics

PULSE Vision & Change Rubrics

Continuing need for Department of Health and UK government support for gluten-free staple food on prescription

A strict and lifelong gluten-free diet is the only available treatment for coeliac disease. Removal of gluten from the diet involves elimination of gluten-containing staple foods. Without appropriate replacement, this change can result in a person's restricted and unbalanced dietary intake and may affect nutritional status. Therefore, alongside dietetic referral and advice, access to gluten-free staples is vital. Although gluten-free substitute foods are available in supermarkets, the significantly higher cost and limited availability in some cases, necessitates a system of support to safeguard individuals with coeliac disease. More importantly, the prescribing of gluten-free staples has been shown to promote adherence to the gluten-free diet, which in turn helps to avoid associated health complications. Therefore, there is a continuing need for the Department of Health and UK government to support the prescribing of gluten-free staple foods.

The Cost of Resident Scholarly Activity and Its Effect on Resident Clinical Experience

Scholarly activity is an important aspect of the academic training of future anesthesiologists. However, residents' scholarly activity may reduce training caseloads and increase departmental costs. We conducted this study within a large academic anesthesiology residency program with data from the 4 graduating classes of 2009 through 2012. Scholarly activity included peer-reviewed manuscripts, case reports, poster presentations at conferences, book chapters, or any other publications. It was not distinguished whether a resident was the principal investigator or a coinvestigator on a project. The following data were collected on each resident: months spent on a resident research rotation, number of scholarly projects completed, number of research conferences attended, and Accreditation Council for Graduate Medical Education case entries. Comparison was made between residents electing a resident research rotation with those who did not for (1) scholarly projects, (2) research conference attendance, and (3) Accreditation Council for Graduate Medical Education case numbers. Cost to the department for extra clinical coverage during residents' time spent on research activities was calculated using an estimated average cost of $675 ± $176 (mean ± SD) per day with local certified registered nurse anesthetist pay scales. Sixty-eight residents were included in the analyses. Twenty-four residents (35.3%) completed resident research rotations with an average duration of 3.7 months. Residents who elected resident research rotations completed more scholarly projects (5 projects [4-6]: median [25%-75% interquartile range] vs 2 [0-3]; P < 0.0001), attended more research conferences (2 conferences [2-4] vs 1 [0-2]; P < 0.0001), but experienced fewer cases (980 cases [886-1333] vs 1182 [930-1420]; P ≤ 0.002) compared with those who did not elect resident research rotations. The estimated average cost to the department per resident who elected a resident research rotation was $13,500 ± $9724 per month. The average resident time length away from duty for conference attendance was 3.2 ± 0.2 days, with an average cost to the department of $2160 ± $565. The average annual departmental expense for resident conference travel was an additional $1424 ± $133 per resident, as calculated from reimbursement data. Together, the estimated departmental cost for resident scholarly activity during the residency training period was $27,467 ± $20,153 per resident. Residents' scholarly activities require significant departmental financial support. Residents who elected to spend months conducting research completed significantly more scholarly projects but experienced fewer clinical cases.

The Emotional Experience of First-time Teaching

Teaching for the first time can be a challenging but rewarding experience. For first-time graduate student instructors, however, it also officially marks the transition from student to teacher—a process that can be both transformational and emotion-laden. In this article, we use content analysis of 86 first-time sociology graduate student instructors’ reflections on their first semester teaching to explore the emotional aspects of first-time college teaching, an aspect that has received little attention in the existing literature. We describe the range of emotions—both positive and negative—first-time instructors highlighted in these written reflections, as well as their discussions of emotional highs and lows, emotional surprises, connections to pedagogical strategies, and the role of formal and informal departmental support in dealing with the emotional aspects of teaching. We conclude with the implications of these findings for graduate student teacher training and preparation programs and directions for future research.

Playing second fiddle in a dysfunctional orchestra: Australia, Britain and the Suez Canal 1950–56

The failure of Australian Prime Minister Menzies' mission to Egypt in 1956 and the expulsion of the Australian diplomatic mission from Cairo dominate thinking about Australian Middle East diplomacy during the 1950s. Archival records, particularly in regard to the issue of the Suez Canal base negotiations concluding in 1954 show a predisposition, with occasional racist undertones, on the part of the Menzies government to line up with its British counterpart. Despite changing regional realities, and notwithstanding efforts by Australian officials in Cairo and Canberra to inject greater realism and caution into Australia's stance, Casey gave departmental officials little support. The article underlines the importance in Australian foreign policy of according appropriate weighting to fraternal and alliance-focussed concerns, but also to having the skills and experience required to evaluate the degree to which Australian interests may be affected by events on the ground and the policy choices of our partners.

Success on the Tenure Track: Five Keys to Faculty Job Satisfaction by Cathy Ann Trower (review)

Reviewed by: Success on the Tenure Track: Five Keys to Faculty Job Satisfaction by Cathy Ann Trower Kimberley B. Pereira Cathy Ann Trower . Success on the Tenure Track: Five Keys to Faculty Job Satisfaction. Baltimore, MD: Johns Hopkins University Press, 2012. 288 pp. Cloth: $45.00. ISBN: 978-1-4214-0597-1. In Success on the Tenure Track: Five Keys to Faculty Job Satisfaction, Cathy Ann Trower tackles the problematic topic of whether holding a tenure-track position and being satisfied with one's job are compatible. She believes that job satisfaction on the tenure track is possible but that achieving such satisfaction requires a supportive institution that thinks about tenure policies and related issues carefully. Trower highlights what she refers to as "exemplary" tenure policies and practices at seven public universities that positively influence faculty job satisfaction. To underscore what these seven institutions do well, Trower offers action plans for administrators to utilize as they examine and revise their own tenure policies and practices. Further, she provides suggestions and advice for how colleges and universities can reenvision the tenure track with the goal of increasing faculty job satisfaction. Trower's data are drawn from a larger study by the Collaborative on Academic Careers in Higher Education (COACHE) at Harvard's Graduate School of Education that took place in 2005-2006. The larger study surveyed over 15,000 tenure-track faculty members at 200 colleges and universities. However, Trower's book primarily draws on 104 interviews that the COACHE researchers conducted at seven "exemplary" public universities that participated in the larger survey. In addition, the COACHE researchers conducted a detailed examination of tenure-related policies and procedures at these seven institutions. The seven institutions that COACHE viewed as "exemplary" in terms of how they handle various aspects of the tenure process are Auburn University in Alabama, University of Kansas, North Carolina State University, Ohio State University, University of Illinois at Urbana-Champaign, University of Iowa, and the University of North Carolina at Pembroke. Chapter 1 introduces the book and provides a helpful overview of the state of the professoriate in the United States today. In Chapter 2, Trower provides the particulars on the study background and methodology, including detailed overviews of the seven "exemplary" public universities that are featured in the study. Chapters 3 through 6 all follow a similar format but address different topics or issues related to tenure-track faculty and job satisfaction. In each of these chapters, Trower begins with an overview of the key literature on the specific topic addressed. She follows this literature review with an analysis of the COACHE data, with a focus on the effective practices that can be discerned from the interview data at the seven exemplary institutions. In Chapter 4, she presents these practices as "factors that matter most" (p. 82.) At the conclusion of each chapter, Trower offers an action plan (presented as "policy and practice implications") derived from her analysis of the study data. Chapter 3 focuses on the tenure process in general, including the overarching debate about what should count toward tenure and how colleges and universities can provide the necessary resources to support tenure-track faculty (i.e., faculty orientations, sample dossiers, feedback, etc.). In Chapter 4, Trower jumps into the thorny debate about how (and even if) tenure-track professors can achieve a work-life balance, with a detailed look at issues related to child-rearing during the tenure-track process and the availability of flexible work options. Chapter 5 examines more closely what teaching and research-related policies and procedures are successful at supporting tenure-track professors, including start-up support for research, travel funds, and research leaves. In Chapter 6, Trower tackles campus culture, campus climate, and issues of collegiality, which she describes as "the toughest topic of all" (p. 122). This chapter includes a discussion about the value of mentoring and the importance of institutional and departmental support structures for encouraging success on the tenure track. [End Page 126] In Chapters 7 and 8, Trower deviates from the previous chapters both in topic and in format. In Chapter 7, Trower "offers ideas for university leaders (the president and provost, department heads and chairs...

Systemic psoriasis therapy shows high between-country variation: a sign of unwarranted variation? Cross-sectional analysis of baseline data from the PSONET registries

Funding sources: PSONET was supported by funding from the European Academy of Dermatovenereology and the Italian Drug Agency (AIFA); the AMC psoriasis registry is funded by the Department of Dermatology of the Academic Medical Centre, the Netherlands; Australasian Psoriasis Registry was supported by unconditional funding from Epiderm, Abbott, Pfizer, Janssen‐Cilag, Merck‐Serono and MSD; BIOBADADERM was supported by unconditional funding from the Academia Española de Dermatología y Venereología, Agencia Española de Medicamentos y Productos Sanitarios, Abbott, Schering, MSD, Wyeth, Pfizer and Janssen‐Cilag; DERMBIO has received sponsoring from Abbott, Janssen‐Cilag, MSD and Pfizer; PSOBEST was supported by Abbott, MSD, Pfizer, Janssen‐Cilag, Biogen Idec and Medac; PSOCARE has been supported by AIFA. Conflicts of interest: I.G.‐D. has received congress grants from Pfizer, Janssen and MSD. T.N.D. is a consultant and/or speaker for Abbott, Janssen‐Cilag, LEO Pharma, MSD, Novo Nordisk and Pfizer. A.D.C. has received consultation fees from MSD and Abbott. C.B. has received research support from Epiderm, Abbott, Pfizer, Janssen‐Cilag, Merck‐Serono and MSD. P.I.S. is principal investigator in many pharmaceutical initiated trials in her department, has received departmental research support from MSD and attended advisory board meetings for Leo Pharma and Janssen. L.N. is a member of the scientific board of the PSOLAR registry which is supported by Centocor. The remaining authors have no conflicts of interest to declare.

Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL

I am fortunate. I work in a department where the scholarship of teaching and learning (SoTL) is actively pursued and has been for over 20 years. Colleagues have presented at several teaching conferences within the discipline of psychology, and many have published articles on subjects ranging from working with undergraduates in research partnerships to the effects of using different technologies in the classroom. In addition to departmental support, my small midwestern university’s promotion and tenure policy has a statement that specifically recognizes peer-reviewed SoTL as counting toward promotion and tenure. This statement includes a web link to the first Carnegie Foundation for the Advancement of Teaching Report, Rethinking What it Means to be a Scholar (Rice, 1990). 2 This does not mean the fight for SoTL has ceased on my campus. As stated by Hutchings, Huber, and Ciccone (2011), sometimes the battle is not with the university, but with individual departments that hold onto the notion that only discipline specific scholarship is worthy of praise. Although I often encouraged faculty who developed new pedagogical techniques to write about these experiences and submit manuscripts to relevant teaching journals in their discipline, they often replied, “Why would I do that, it won’t count?” and “It’s not real scholarship.” It appears the greater concern about the role of SoTL does not come from the university, or even the college, but often starts with each faculty member. One of the highlights of Hutchings et al. (2011) is the authors’ discussion of Utopia University. They describe a campus of the future where faculty members’ SoTL has gone on to change departments and as the departments changed, so did the institution. The goal at Utopia U is to assist students in becoming “expert learners” (p. 113). The University does this through first year seminars, capstone courses taken by juniors, and ongoing programs designed to help each student understand the learning process that best works for him or her. Faculty also strive to learn by conducting research in their own classes. These outcomes are then used in changing courses to best respond to current and even future students. Those same faculty feel encouraged to conduct this research because they know that, if published, it will count toward promotion and tenure. The administration at Utopia U is happy to financially support this work because they know that one way to guarantee the accreditation crucial to their existence is to have excellent, productive faculty who inspire their students to perform at their best. Hutchings et al. (2011) go on to make several recommendations for institutions to follow if they want to integrate SoTL into their climates. The goal of