Departmental Efforts Research Articles

Challenging Normalized Gendered Racism in Departmental Efforts to Broaden Participation in Computer Science

In recent decades, initiatives to diversify post-secondary educational spaces have blossomed. Many of these “broadening participation” efforts are in STEM undergraduate departments that, historically and presently, predominantly serve white men. Using a raced-gendered theoretical lens, we conducted a narrative analysis of interviews with 55 faculty, staff, students, and administrators at four public universities, individuals who had all been identified as leaders of diversity, equity, and inclusion efforts in their universities’ computer science departments. Our findings across institutions illustrate how their efforts often contravened the stated goals of diversity initiatives, especially for Women of Color, and continued to reproduce white supremacy in computer science. This intersectional inquiry affirms prior scholars’ calls to name and confront how diversity initiatives and their leaders deflect to gender while being race-avoidant, a pattern that functions to further marginalize Women of Color in higher education.

Navigating organizational excellence: a comparative study and roadmap for streamlining defense infrastructure organizational model of Georgia

In the face of evolving geopolitical dynamics and increasing security challenges, the efficacy of a nation’s defense infrastructure is pivotal. This article conducts a comprehensive exploration of defense infrastructure organizational models, centering on the United Kingdom, France, Germany, Australia, and Latvia. Through a meticulous comparative analysis, the study delves into organizational structures, international operations, responsibilities, and strategic focuses of these nations’ defense infrastructure entities. The goal is to glean insights applicable to Georgia’s unique context, identifying key differences and commonalities to formulate a strategic roadmap for enhancing its defense infrastructure capabilities. The article examines each country’s defense infrastructure model, highlighting distinctive features in organizational structure, international operations, responsibilities, and strategic focus. Drawing upon these insights, the study proposes tailored recommendations for Georgia, spanning organizational structure, international operations, responsibilities and focus, modernization and strategy, and integration of departmental efforts. Key entities within Georgia’s defense infrastructure organizational model, such as the Department of Defense Sustainability, the J-4 Logistics Planning Department, and the Command for Logistics Support of the Troops, are illuminated to underscore their pivotal roles in fortifying the country’s defense capabilities. Concluding with the identification of key areas for improvement in Georgia’s defense infrastructure organization, the article outlines recommendations encompassing organizational structure, international operations, responsibilities and focus, modernization and strategy, and integration of departmental efforts. By aligning Georgia’s defense infrastructure with international best practices, the nation can enhance security, contribute to regional stability, and actively participate in global security efforts. In essence, this article serves as a strategic guide for Georgia, offering a roadmap to fortify its defense infrastructure in a rapidly changing world. Through a synthesis of global insights and tailored recommendations, Georgia can position itself as a resilient and adaptable force, safeguarding national interests and contributing to a more secure global landscape.

An integrated model of graduate student and departmental efforts shaping impostor phenomenon and assimilation

ABSTRACT This qualitative study examines communicative processes associated with graduate students (N = 124) in their struggles with the impostor phenomenon (IP, commonly known as impostor syndrome) and their integration into and experience in graduate programs (aspects of organizational assimilation). We identified two mutually implicative relationships. First, participants described the interplay of their attempts to assimilate into the graduate program and management of IP (internal factors). Second, participants narrated departmental, communicative efforts by others (peers, faculty advisors) and the department culture that communicated expectations (external factor) as strongly interlinked to graduate students’ IP management and their organizational assimilation. We offer findings focused on the intersection of communication and instruction, and extend theorizing with an integrated model depicting narrated individual-departmental processes that may shape IP management and organizational assimilation. We conclude with a discussion about theoretical implications and practical applications for training faculty to improve their guidance and mentoring of graduate students to reduce IP.

Shaping What Shapes Us: Lessons Learned from and Possibilities for Departmental Efforts to Redesign History Courses and Curricula

Shaping What Shapes Us: Lessons Learned from and Possibilities for Departmental Efforts to Redesign History Courses and Curricula

“None of This Happens in a Vacuum”: The Impact of External Dynamics on Department Chairs’ Efforts to Broaden Participation in Undergraduate Computing

ABSTRACT Department chairs play a key role in efforts to diversify higher education, particularly in fields like computer science that face long-standing gender and racial/ethnic gaps. This study considers the role of computer science department chairs in guiding broadening participation efforts and how they make sense of external dynamics that influence their efforts. Objective This study seeks to better understand the external dynamics that shaped diversity efforts within their departments and how chairs positioned themselves in relation to those dynamics. Method Using the Inclusive Excellence Model as a conceptual framework this longitudinal qualitative study draws on 29 interviews conducted over two years with 18 computer science department chairs from 15 research universities across the United States. Findings Chairs described actively grappling with and leveraging external dynamics across three dimensions: systemic, political, and bureaucratic/structural. While existing literature on department chairs often frame external dynamics as unidirectionally impacting departmental efforts, we found that chairs saw their role as agentive. Implications As efforts to broaden participation in computing (BPC) continue to expand, we argue that chairs must recognize and harness the complex and interconnected external forces that influence their work in order to fully actualize their role as transformative leaders.

A Comprehensive Overview of Academic Radiation Oncology Departmental Efforts in Diversity, Equity, and Inclusion

<h3>Purpose/Objective(s)</h3> Consistent and intentional promotion of diversity, equity, and inclusion (DEI) efforts within healthcare is a critical step to eliminate health inequities. While health systems and medical schools have traditionally promoted such efforts through dedicated offices and leaders, individual departments within institutions are increasingly organizing to create formal, department-level DEI initiatives. Although considerable work has been done to examine and improve DEI efforts in radiation oncology (RO), little data are available describing current departmental-level DEI efforts. The purpose of this study was to examine and describe current RO departmental-level DEI efforts, obstacles, successes, and perceived impact. <h3>Materials/Methods</h3> Department chairs and or program directors from 124 RO departments with affiliated medical schools were contacted to inquire whether their department had a formal DEI leader. An invitation to participate in an anonymous survey was sent to DEI leaders from June to July 2021. Electronic surveys consisted of multiple choice, five-point Likert-type scale, and open-ended free-text questions regarding demographics of RO DEI leaders, existence of a DEI committee, involvement of other department members, connection with the institution, departmental DEI activities, support for DEI activities, barriers to success, and perceptions of impact. Descriptive statistics and qualitative summary of free text responses were reported. <h3>Results</h3> Among the 124 RO departments contacted, there were 85 respondents (68.5% response rate). Of the respondents, 48 (56.5%) reported having a departmental DEI leader and were invited to participate with a total of 34 (70.8%) participants completing the survey. DEI leadership demographics included 25 women (73.1%), 28 assistant or associate professors (82.2%), and 18 identifying as of non-White race or Hispanic ethnicity (53.6%). Of the 19 (55.9%) departmental DEI committees, over half (n=10, 52.6%) started in 2020 or later. Resources for DEI efforts were not commonly provided, with only a few respondents reporting receipt of administrative support (38.2%), funding (29.4%), protected time (23.5%), or increased compensation (23.5%). Among respondents, the perceived impact of DEI initiatives included an increased culture of respect (89.7%) and an improved awareness of both healthcare inequities (75.9%) and systematic/structural racism (79.3%). <h3>Conclusion</h3> Departmental DEI efforts are increasingly common within RO, however, the structure, resources, and recognition associated with DEI work are variable. Additional dedicated resources and recognition for these efforts will help ensure a culture of inclusive excellence for the RO workforce and patients.

Faculty Engagement and Productivity During the COVID-19 Pandemic.

COVID-19 has had an unprecedented effect on faculty of academic family medicine departments. We sought to characterize faculty's self-reported changes in engagement and productivity in clinical, education, and scholarly efforts during the COVID-19 pandemic, and to correlate the changes with age, gender, and level of COVID-19 exposure. We also sought to determine if differences in faculty engagement and productivity were related to departmental efforts to create virtual community, manage conflict, foster engagement with colleagues, and support faculty emotional well-being. We surveyed family medicine department faculty nationally on the effects of the COVID-19 pandemic on their engagement and productivity in clinical care, teaching and research, and on the effect of departmental efforts on well-being. Most respondents reported decreased engagement and productivity across clinical, teaching, and research domains. Older age and male gender were associated with higher clinical engagement. Most respondents were satisfied with their departments' virtual community but reported that social distancing had a negative impact on departmental ability to problem-solve and on personal emotional well-being. Higher engagement and productivity in all three domains of effort (clinical, teaching, and research) were associated with respondents' well-being and with positive perceptions of their department's efforts. Clinical, teaching, and research engagement and productivity for academic family physicians decreased during the COVID-19 pandemic. Faculty well-being and departmental interventions lessened the impact of diminished productivity and research engagement.

Graduate students under pressure

Education Graduate students in STEM are facing an escalating mental health crisis. How can the STEM community best understand and address the factors underlying the well-being of graduate students? Sverdlik and Hall recruited 3004 doctoral students, who completed an online survey, to determine whether doctoral program phase (coursework, comprehensive examination, or dissertation) had an effect on well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results showed that well-being and motivation are high during the coursework phase and very low during the comprehensive examination phase. Although this work is preliminary, it suggests that departmental efforts to clarify expectations and provide support during this transition may help to mitigate this expected drop in well-being levels. J. Adult Contin. Educ. 10.1177/1477971419842887 (2019).

Graduate students under pressure

Education Graduate students in STEM are facing an escalating mental health crisis. How can the STEM community best understand and address the factors underlying the well-being of graduate students? Sverdlik and Hall recruited 3004 doctoral students, who completed an online survey, to determine whether doctoral program phase (coursework, comprehensive examination, or dissertation) had an effect on well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results showed that well-being and motivation are high during the coursework phase and very low during the comprehensive examination phase. Although this work is preliminary, it suggests that departmental efforts to clarify expectations and provide support during this transition may help to mitigate this expected drop in well-being levels. J. Adult Contin. Educ. 10.1177/1477971419842887 (2019).

P138: Management of opioid withdrawal: A qualitative examination of current practices and barriers to prescribing buprenorphine in a Canadian emergency department

Introduction: The opioid crisis persists, and in the context of this urgency and new practice guidelines, the practice of buprenorphine (BUP) prescription is expanding across Canadian emergency departments (EDs). The objective of this study was to identify current knowledge, attitudes and behaviours to managing opioid use disorder (OUD) in the ED, including barriers and facilitators to prescribing BUP. Methods: Forty ED staff physicians were randomly invited to participate from an urban Toronto ED which recently received continuing medical education in addictions, and whose hospital established an addictions follow-up clinic. Individual semi-structured interviews with the 19 physicians who self-selected to participate were grounded in phenomenology, allowing for in-depth accounts of participants’ lived experience and viewpoints on their role in addressing OUD. Thematic analysis was achieved through multiple readings; themes were coded using Dedoose software by two researchers. Themes were further organized as facilitators, barriers, and proposed solutions. Results: Opioid withdrawal management in the ED varied significantly between these practitioners in the same practice group. Facilitators to treating withdrawal and initiating BUP in the ED were rooted in three contributors to physician empowerment: knowledge about OUD and BUP, positive patient and provider experience with substitution therapy in the past, and exposure to physician champions to guide their practice. Systems-level facilitators included timely access to follow-up care and an available order set. Barriers included provider inexperience: missing subtle presentations of withdrawal, lacking feedback on treatment effectiveness, and reported uncertainty about the protocol from nursing staff. The ED environment also limits time to counsel effectively and discourages taking up a bed both to wait for withdrawal onset and for BUP induction. Other barriers were concerns about precipitating withdrawal, prescribing a chronic medication in acute care, and patient attitudes. Conclusion: This is the first study describing barriers and facilitators to addressing OUD and prescribing BUP in the ED. These findings suggest a role for home induction, involvement of allied health professionals in BUP counseling, and heightened continuing medical education. Results will inform departmental efforts across Canada to implement BUP prescribing as standard of care for patients in opioid withdrawal.

Factors Affecting the Social Distance toward Older Adults of Nursing Students

Purpose: The aim of this study was to identify the factors related to the social distance toward older adults in nursing college students. Methods: The participants comprised 137 students in a nursing college. Data were collected using self-report questionnaires in March 2019. The measurement instruments included social distance scales, the Fact on Aging Quiz (FAQ I), a 20-item semantic differential scale (to assess attitudes), and the perceived elderly stigma scale. The data were analyzed using descriptive statistics, independent t-tests, one-way analysis of variance (ANOVA), Pearson''s correlation coefficient, and a multiple regression analysis. Results: The total score for social distance toward older adults was 3.98±0.54 out of a maximum of 5. Social distance had a statistically significant relationship with knowledge (r=.20, p=.022), attitudes toward older adults (r=-.31, p<.001), and elderly stigma (r=-.27 p=.008). The factors affecting social distance were education in geriatrics (β=.33, p=.004), grade (β=-.29, p=.014), attitudes (β=-.21, p=.018), academic major satisfaction (β=.19, p=.028), and knowledge (β=.15, p=.048); the explanatory power of the model was 34%. Conclusion: There is a need for departmental efforts that nursing students acquire correct knowledge about the life and health of the elderly with the aging process and develop positive attitudes toward older adults through various experiences in gerontological nursing practicum and community senior-college student link programs.

A Measure and Model of Psychological Health and Safety in the Workplace that Reflects Canada's National Standard

AbstractTo monitor workplace factors associated with well‐being and performance in the Department of National Defence, and embodying departmental efforts to create and maintain a healthy workplace, we assembled a comprehensive and psychometrically sound survey battery that reflects Canada's national standard for psychological health and safety. Moreover, for testing and understanding the relationships among the survey variables and national standard factors, we applied an evidence‐based framework to build a conceptual psychological health and safety model. In this article, we introduce our survey and model to other organizations and the wider academic community, we provide some preliminary support for the pattern of results illustrated in our climate profiles, and we discuss our future research agenda to address current limitations. © 2018 Her Majesty the Queen in Right of Canada. Canadian Journal of Administrative Sciences © 2018 ASAC. Published by John Wiley &amp; Sons, Ltd. Reproduced with the permission of the Minister of National Defence.

Estratégias para melhorar o nível de maturidade da Governança de Tecnologia da Informação: uma experiência prática

Companies are stranding resources and losing competitiveness in due to do not implementing the processes of effective Information Technology Governance. Assess the current level of maturity and define strategies to achieve the desired level are important steps for managers and executives in order to promote the alignment between business and IT. This paper presents the results of a research to identify the level of maturity in Telecom department in a large Brazilian bank, setting a desired level of maturity and indicate strategic actions to reach it. Guided by COBIT®, was identified the current maturity level and actions was proposed to achieve the desired one. In robust organizational structures, it is possible to verify that the local analysis of governance maturity can aid managers for planning aligned departmental efforts to executive strategy for IT and business, bringing major effectiveness

Stretched Too Thin? The Paradox of Promoting Diversity in Higher Education

We examine an important unintended consequence of diversity promotion in higher education. Specifically we demonstrate that departmental efforts to increase the representation of racial minorities,...

Acting Like a Mathematician: A Project to Encourage Inquiry Early in the Math Major

Inquiry is promoted as a way to engage students so that they learn more deeply; inquiry is also an end in itself, introducing students to the research process and the behaviors of a mathematician. This article reflects on an individual exploratory project used in a sophomore-level number theory course, examining how it supported student inquiry and integrated with departmental efforts to encourage productive mathematical dispositions. Additional attention is given to the choice of topics, focus on process rather than product, and student reflections in supporting the goal of student inquiry.

PULSE Vision &amp; Change Rubrics

PULSE Vision &amp; Change Rubrics

Examining Policy Guidelines for Distance Education in Dual Mode Public Universities in Ghana

The study reports a case of distance education policy in the Kwame Nkrumah University of Science and Technology (KNUST), a dual mode University in Ghana. The interview method was used to obtain information from 21 purposively selected key informants in the University. Policy documents that addressed Distance Education (DE) were reviewed. The study showed that KNUST has identified DE as a policy initiative for meeting institutional goals. The current DE policy focus was on student support services. However, policy areas under Governance/ Administration and Academic/Faculty/Department were yet to be fully developed. The study recommended a systematic review/audit of existing institutional policies to take care of the needs of distance learners. These needs include addressing key issues of facilities and resources in the Regional centers and documenting policies that showcase the benefits of individual and departmental efforts relating to workload to increase interest, satisfaction and participation in the DE programmes by the various Departments. Keywords: Policy guidelines, distance education, dual mode Universities

Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments

As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation, role, instrument use, and challenges associated with assessment efforts. For the more than 70% of participants who reported departmental efforts related to assessment, these findings emerged: motivations were primarily external factors related to accreditation and certification, ACS Exams and in-house exams were the most common instruments used, and time management associated with grading and reporting assessment results was the most frequently cited challenge. Summary results for each survey question related to these aspects of departmental assessment efforts are provided, along with logistic regression analyses of responses based on institution type. Logistic regression analyses were also used to identify differences among sex, years teaching, and chemistry subdiscipline for responses to departmental assessment efforts and instrument use.

Helping to define graduate education: the APS/ACDP list of professional skills for physiologists and trainees

EditorialHelping to define graduate education: the APS/ACDP list of professional skills for physiologists and traineesRobert G. Carroll, Robert G. CarrollAdvances in Physiology Education Dept. of Physiology Brody School of Medicine, 6N-98 East Carolina University 600 Moye Blvd. Greenville, NC 27834 , Associate EditorPublished Online:01 Jun 2005https://doi.org/10.1152/advan.00015.2005MoreSectionsPDF (23 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInEmailWeChat Graduate training provides unique educational challenges and opportunities for physiologists. As teachers and mentors, physiologists direct most aspects of graduate training. This is in contrast to the role played by physiologists in most professional programs where physiologists are responsible for only a portion of the educational and professional training. Graduate training is also unique in that the trainees are expected to acquire a set of skills and competencies in addition to mastery of a core knowledge base. Graduate training relies heavily on a mentor model where experienced advisors model good ethical and scientific behavior and expect students to adopt these behaviors and attitudes as a part of their professional identity. Penny Hansen recently addressed these attributes of graduate education as part of the “hidden curriculum,” a group of expectations that are expected of our students but that are rarely explicitly communicated (Adv Physiol Educ 26: 139–145, 2002).In July 2002, the American Physiological Society (APS) Council directed the Education Committee to work with the Women in Physiology Committee and the Career Opportunities Committee to further explore the idea of competencies for graduate education. The three committee chairs (Robert Carroll, Carol Liedtke, and Frank Belloni) worked with the APS Education Office (Marsha Matyas and Melinda Lowy) and three representatives from the Association of Chairs of Departments of Physiology (ACDP), William H. Dantzler, Vernon S. Bishop, and William S. Spielman to develop a list of skills that help to define graduate education in physiology.The final product is divided into nine major categories:Core Biomedical Science KnowledgeProfessional EthicsLaboratory-Related SkillsResearch/Analytical SkillsCommunication SkillsTeaching and Mentoring SkillsPersonnel and Management SkillsLifelong Learning SkillsCareer Development SkillsThis list provides a set of expectations for use by mentors, students, and individuals at varying stages of their careers. The expectations are stratified, applying to master’s level students, doctoral students, and to postdoctoral trainees. The desired outcomes include intellectual skills, general technical skills, and communication skills. This project relied heavily on existing information and recommendations and adapted them to the needs of physiologists. It also provides a focus on the mentor’s commitment to promoting the development of those skills in students.Drafts of the document were circulated at the 2003 Experimental Biology meeting, and through groups within the APS and the ADCP. Following incorporation of recommendations, the final product was endorsed by the APS Council in November 2003 and the ACDP in December 2003. The final product is published jointly by the APS and ACDP, and is available at the APS web site at http://www.the-aps.org/education/skills.htm.This document is intended for a variety of audiences. Students may use the list as a form of self evaluation. This will enable students to be more proactive about focusing and monitoring their own training and career development. Faculty members may find the list a useful yardstick in measuring both their individual mentorship of students and in the development of overall departmental efforts and expected outcomes in preparing students for the 21st century job market. The APS Education Office is using the list to identify specific areas where resources can be developed to support graduate education. Finally, the list provides a baseline for future review and revision as critical skills change over time. Take a look to see if there are any new ideas for your graduate training program.This article has no references to display. Download PDF Previous Back to Top Next FiguresReferencesRelatedInformationCited ByEFFECT OF CONVENTIONAL TEACHING ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH DIVERSE LEARNING STYLES15 December 2021 | PARIPEX INDIAN JOURNAL OF RESEARCHDeveloping a science outreach program and promoting “PhUn” all year with rural K–12 studentsJana L. Hendrickson, Thomas K. Bye, Benjamin A. Cockfield, Kathryn R. Carter, and Steven J. Elmer10 April 2020 | Advances in Physiology Education, Vol. 44, No. 2Adding value to a graduate physiology seminar by focusing on public communication skillsThomas J. LaRocca, Jamie N. Justice, Douglas R. Seals, and Christopher R. Martens21 July 2016 | Advances in Physiology Education, Vol. 40, No. 3PowerPoint presentation in learning physiology by undergraduates with different learning stylesRoopa B. Ankad, Shashikala GV, Anita Herur, Manjula R, Surekharani Chinagudi, and Shailaja Patil1 December 2015 | Advances in Physiology Education, Vol. 39, No. 4Gender differences in learning style preferences among undergraduate physiology studentsErica A. Wehrwein, Heidi L. Lujan, and Stephen E. DiCarlo1 June 2007 | Advances in Physiology Education, Vol. 31, No. 2 More from this issue > Volume 29Issue 2June 2005Pages 56-56 Copyright & Permissions© 2005 American Physiological Societyhttps://doi.org/10.1152/advan.00015.2005PubMed15905147History Published online 1 June 2005 Published in print 1 June 2005 Metrics

Obstacles facing translational research in academic medical centers.

Over the last quarter of the 20th century, there has been a boom in biomedical research discoveries that, for the most part, has not been successfully exploited for improving medical therapy or diagnosis. This lack of success is surprising because there is a broad consensus within academic medical centers (AMCs) that a primary mission is to move scientific discoveries into meaningful clinical outcomes, and there are numerous opportunities for doing so. We illustrate the latter point with 10 clinical opportunities for translating scientific discoveries from our field of vascular biology and transplantation. We attribute the limited success of translation to various factors, chief of which is that translation is rarely straightforward and requires continuing research in both the clinic and the laboratory. Translational research is hindered by insufficient targeted resources, a shortage of qualified investigators, an academic culture that hinders collaboration between clinical and laboratory-based investigators, a traditional structure of the AMC that favors departmental efforts over interdisciplinary programs, an increasing regulatory burden, and a lack of specific mechanisms within the AMC for facilitating solutions to these problems. We offer several suggestions to reduce these impediments.