Faculty Colleagues Research Articles

Online Bipartite Matching with Reusable Resources

We study the classic online bipartite matching problem with a twist: off-line vertices, called resources, are reusable. In particular, when a resource is matched to an online vertex, it is unavailable for a deterministic time duration d, after which it becomes available again for a rematch. Thus, a resource can be matched to many different online vertices over a period of time. Whereas recent work on the problem has resolved the asymptotic case in which we have large starting inventory (i.e., many copies) of every resource, we consider the (more general) case of unit inventory and give the first algorithms that are provably better than the naïve greedy approach, which has a competitive ratio of (exactly) 0.5. Our first algorithm, which achieves a competitive ratio of 0.589, generalizes the classic RANKING algorithm for online bipartite matching of nonreusable resources (Karp et al. 1990) by reranking resources independently over time. Whereas reranking resources frequently has the same worst case performance as greedy, we show that reranking intermittently on a periodic schedule succeeds in addressing reusability of resources and performs significantly better than greedy in the worst case. Our second algorithm, which achieves a competitive ratio of 0.505, is a primal-dual randomized algorithm that works by suggesting up to two resources as candidate matches for every online vertex and then breaking the tie to make the final matching selection in a randomized correlated fashion over time. As a key component of our algorithm, we suitably adapt and extend the powerful technique of online correlated selection (Fahrbach et al. 2020) to reusable resources in order to induce negative correlation in our tie-breaking step and beat the competitive ratio of 0.5. Both of our results also extend to the case in which off-line vertices have weights. Funding: R. Niazadeh’s research is supported by the Asness Junior Faculty Fellowship at The University of Chicago Booth School of Business.

Aligning information literacy terminology to STEM disciplinary language used in the scientific method

Incorporation of information literacy into the Science, Technology, Engineering, and Mathematics (STEM) curriculum can be a challenge for academic librarians, in part due to different terminology than used by disciplinary faculty colleagues. Aligning terminology used in information literacy frameworks with the scientific method can provide a means of demonstrating the role of information literacy in STEM research. This paper maps the knowledge practices of the Association of College and Research Libraries Framework for Information Literacy in Higher Education with an example of the scientific method. The resulting map provides an alignment of the different terminologies being used and visualizes the role of research skills throughout the process of conducting scientific research.

Neonatal nursing faculty fellowship: An international and cross-cultural educational initiative

Thomas Jefferson University's Jefferson College of Nursing (JCN) and Project HOPE collaborated to form a Neonatal Nursing Faculty Fellowship (NNFF). The NNFF includes two faculty from the University of Sierra Leone, College of Medicine, and Health Sciences (COMAHS), two faculty from the University of Malawi, Kamuzu University of Health Sciences (KUHeS), a faculty person from NJ State University, and three faculty members from the JCN. The NNFF project goals are to advance education in neonatal and maternal nursing and to provide state-of-the-art education at COMAHS and KUHeS.

Fragmented Securities Regulation, Information-Processing Costs, and Insider Trading

Using a unique setting where stand-alone banks submit filings to bank regulators instead of the U.S. Securities and Exchange Commission (SEC), we examine the consequences of fragmented securities regulation for information-processing costs and opportunistic insider trading. We find the market reaction to insider-trading filings on FDICconnect is less timely than to those on SEC’s Electronic Data Gathering, Analysis, and Retrieval (EDGAR) system, suggesting FDICconnect generates higher information-processing costs. We also find only large investors trade more on insider-trading filings on FDICconnect than on insider-trading filings on SEC EDGAR, thus extracting benefits from the delayed market reaction to insider-trading filings on FDICconnect. Finally, we find increased insider selling in stand-alone banks prior to negative earnings news, suggesting insiders’ opportunistic use of private information. These findings collectively suggest regulatory fragmentation undermines market efficiency and distorts the level playing field. This paper was accepted by Suraj Srinivasan, accounting. Funding: This work was supported by the Eugene Lang Junior Faculty Fellowship. Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mnsc.2023.4903 .

Faculty-to-faculty incivility in nursing academia: A qualitative systematic review.

There is limited research evidence to show that faculty-to-faculty incivility exists in nursing academia. This systematic literature review aimed to synthesize the current qualitative evidence on experiences of incivility between faculty colleagues. A meta-aggregation approach was applied according to guidelines established by the Joanna Briggs Institute. Studies published from inception to January 31, 2022 were searched from the databases including PubMed, CINAHL, Embase, Web of Science, SCOPUS, ERIC, PQDT, Ebook Central, and ProQuest Central Korea. Thirteen qualitative studies were included, resulting in the following six synthesized findings: (1) incivility tactics, (2) nursing academic environment that enabled incivility, (3) individual characteristics that aggravated incivility, (4) reactions to incivility, (5) coping strategies, and (6) impacts of incivility. Based on the synthesized findings listed above, this study offers the following four recommendations: (1) the academic culture should be improved, (2) institutional policies and procedures should be prepared, (3) faculty members should be educated on respectful communication skills, and (4) better mentoring programs should be provided to newcomers and novice faculty members. As all relevant studies were conducted in Western countries, it is important for future research to focus on issues pertaining to faculty-to-faculty incivility in Eastern culture. PROSPERO CRD42022321261.

Solving Strong-Substitutes Product-Mix Auctions

This paper develops algorithms to solve strong-substitutes product-mix auctions: it finds competitive equilibrium prices and quantities for agents who use this auction’s bidding language to truthfully express their strong-substitutes preferences over an arbitrary number of goods, each of which is available in multiple discrete units. Our use of the bidding language and the information it provides contrasts with existing algorithms that rely on access to a valuation or demand oracle. We compute market-clearing prices using algorithms that apply existing submodular minimization methods. Allocating the supply among the bidders at these prices then requires solving a novel constrained matching problem. Our algorithm iteratively simplifies the allocation problem, perturbing bids and prices in a way that resolves tie-breaking choices created by bids that can be accepted on more than one good. We provide practical running time bounds on both price finding and allocation and illustrate experimentally that our allocation mechanism is practical. Funding: E. Baldwin and P. Klemperer were supported by the Economic and Social Research Council [Grant ES/L003058/1]. P. W. Goldberg and E. Lock were supported by a JP Morgan faculty fellowship during the work on the final version of the paper. Supplemental Material: The online companion is available at https://doi.org/10.1287/moor.2019.0248 .

Classroom Discussions in Education, edited by P Karen Murphy (2018), Routledge, New York and London.

We hear a lot about bubbles and echo chambers these days. People talk only to others who have similar ideas to themselves. Supporters of political parties, believers in conspiracy theories (such as QAnon), members of many other groups continually talk to fellow believers, and seldom seriously consider what outsiders say. However, we need to acknowledge that we ourselves also exist within bubbles. While perhaps not in the same league as the examples above, philosophy for/with children (P4/wC) advocates and researchers can also fall into the trap of listening only to others within our field. In many ways, this is understandable. Over more than 50 years, the P4/wC literature has ballooned, and it is unlikely that any one person has had the time to be able to read it all, let alone chasing down other literature. Yet we are not the only people who are interested in classroom discussions. For example, when I was doing my PhD, I read a fascinating and informative book by JT Dillon—Using Discussion in Classrooms—which I have never seen referenced in the P4/wC literature. The book under review here is another example. Published in the Ed Psych Insights series by Routledge, it is edited by P Karen Murphy, the Harry and Marion Royer Eberly Faculty Fellow and Professor of Education at The Pennsylvania State University. Of the eight other contributors to this book, seven are doctoral students, and one a post-doc, at either The Pennsylvania State University or the University of North Carolina at Chapel Hill. This is quite a tight little bubble: the Quality Talk bubble. Quality Talk (QT) is the name of the approach to classroom discussions devised by Murphy and her collaborators.

Social determinants of citations: An empirical analysis of UK economists

AbstractWe investigate to what extent personal proximity and similarity in professional and political attributes, besides scientific factors, help explaining citations between economists. We do so by using a unique dataset of all academic economists based in the United Kingdom, created specifically for this study by merging RePEc data on works published in the past four decades with information collected by manually processing their curriculum vitae (CVs). We investigate directed citations within each pair of authors active in a same year, finding that social factors play an important role as predictors of citations. An author is systematically more likely to cite another economist not only if they work on similar topics, but most relevantly if they have been co‐authors, faculty colleagues, alumni of the same Alma Mater, and even if they express similar political views. The implication is that citations do not signal the intrinsic quality of research outputs only, but they also capture social and professional connections. When citation counts are used to reward academics, economists have an incentive to join many and large professional communities as doing so would increase their predicted citations.

Can Technology Startups Hire Talented Early Employees? Ability, Preferences, and Employee First Job Choice

Early stage technology startups rely critically on talented scientists and engineers to commercialize new technologies. And yet these startups compete with established technology firms to hire the best workers. Theories of ability sorting predict that high-ability workers will choose jobs in established firms that offer greater complementary assets and higher pay, leaving low-ability workers to take lower paying and riskier jobs in startups. We propose an alternative view in which heterogeneity in both worker ability and preferences enable startups to hire talented workers who have a taste for a startup work environment even at lower pay. Using a longitudinal survey that follows 2,394 science and engineering PhDs from graduate school into their first industrial employment, we overcome common empirical challenges by observing ability and stated preferences prior to entry into the labor market. We find that both ability and career preferences strongly predict startup employment with high-ability workers who prefer startup employment being the most likely to work in a startup. We show that this partly reflects dual selection effects whereby worker preferences result in a large pool of startup job applicants and startups make job offers to the most talented workers. Additional analyses confirm that startup employees earn approximately 17% lower pay. This gap is greatest for high-ability workers and persists over workers’ early careers, suggesting that they accept a negative compensating differential in exchange for the nonpecuniary benefits of startup employment. Data on job attributes and stated reasons for job choice further support this interpretation. This paper was accepted by Toby Stuart, entrepreneurship and innovation. Funding: This work was supported by the National Science Foundation SciSIP Award [Grant 1262270] and the Ewing Marion Kauffman Foundation (Junior Faculty Fellowship). Supplemental Material: The online appendix and data are available at https://doi.org/10.1287/mnsc.2023.4868 .

Designing new types of problems using peer-reviewed papers

In the 21st century teachers, including university teachers, have to help students develop higher-level thinking skills, conceptual understanding, and problem-solving strategies similar to those used by experts. Previous research shows that solving traditional physics problems, which usually have one right answer and provide all the given and relevant assumptions, do not help students develop those skills. Thus, new types of problems have to be designed. We show two examples of how new types of problems can be designed using peer-reviewed research papers as the basis and share the experience with the evolution of those problems. In addition, we show that the students included in the research appreciate the structure and the context of the problems and that the faculty colleagues who are using traditional teaching approach identify several skills and competencies which these problems develop, and which cannot be developed by solving traditional problems.

Vannevar Bush Faculty Fellowship Program (DOD)

Vannevar Bush Faculty Fellowship Program (DOD)

Current exposure to Female Pelvic Medicine and Reconstructive Surgery faculty during urology residency.

Contemporary US resident exposure to Female Pelvic Medicine and Reconstructive Surgery (FPMRS) faculty during urology residency is unknown. Accredited US urology residencies were identified through the American Urological Association (AUA). Accredited, urology-based FPMRS fellowships were identified through the Society of Urodynamics, Female Pelvic Medicine and Urogenital Reconstruction. The number of faculty and residency positions were obtained from program AUA profiles if they were last modified within the current application cycle; this information was obtained from program websites if AUA profiles were outdated. Data on faculty fellowship training was manually extracted from program websites. A quality control cross-check of program and faculty training characteristics was performed through direct communication with 5% of programs. Of 139 accredited residency programs assessed, 10.8% were affiliated with an accredited, urology-based FPMRS fellowship. In total, 29.5% of residency programs, representing 25% of US urology residents, had neither a FPMRS fellowship nor any FPMRS certified faculty. The national FPMRS faculty-to-resident ratio was 1:10.8, and 7.4% of faculty at all residency programs were FPMRS certified. In comparison, faculty-to-resident ratios for other subspecialties were: 1:4.7 for pediatrics, 1:3.6 for oncology, 1:5.9 for minimally invasive surgery/endourology, 1:14.2 for trauma/reconstruction, and 1:11.8 for andrology or male sexual/reproductive health. The FPMRS faculty-to-resident ratio was 1:5.1 in programs with a urology-based FPMRS fellowship compared with 1:13.4 in programs without a FPMRS fellowship. 30% of US urology residency programs lack FPMRS trained faculty. Even when FPMRS faculty are on staff, the field is often underrepresented relative to other urologic subspecialties. Further studies are required to ascertain if inadequate exposure to FPMRS cases and mentors during training contribute to the shortage of urology residents who choose to specialize in FPMRS. This link has important implications for the current shortage of FPMRS providers.

Creative Destruction? Impact of E-Commerce on the Retail Sector

Using an administrative payroll data set for 2.6 million retail workers, we find that the staggered rollout of a major e-commerce firm’s fulfillment centers reduces traditional retail workers’ income in geographically proximate counties by 2.4%. Wages of hourly workers, especially part-time hourly workers, decrease significantly driven by a drop in the number of hours worked. We observe a U-shaped pattern in which both young and old workers experience a sharper decrease in wage income. Consequently, some workers experience an increase in credit card delinquency. Using data for 3.2 million stores, we find that sales (employment) at proximate stores decrease by 4% (2.1%). Exits, especially of young and small stores, increase, and entry decreases. Our results highlight how creative destruction led by e-commerce impacts local labor markets. This paper was accepted by Anindya Ghose, information systems. Funding: The authors gratefully acknowledge funding support from the Kauffman Foundation Junior Faculty Fellowship. Supplemental Material: The online appendix and data are available at https://doi.org/10.1287/mnsc.2023.4795 .

Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes.

Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.

The Ohio State University Dream Team: Innovation for Well-being fellowship and coaching program.

Nearly 70% of faculty experience very high levels of stress. Integrative Nurse Coaching (INC) can help by assisting clients in establishing goals and embarking on new lifestyle behaviors that help to decrease perceived stress, achieve work life integration, and enhance life satisfaction. Our goal was to evaluate a faculty coaching and fellowship program to support faculty well-being while developing innovation competency. We employed an INC paradigm to coach five faculty to build confidence and competence in innovation and enhance well-being. We offered monthly group and individual coaching and used a qualitative research thematic analysis to determine themes important for the fellow and group experiences, identify outcomes, and create recommendations for the future. We identified the following themes as outcomes for our program: (1) enhanced connection, comradery, and support; (2) increased confidence and competence in navigating academia; (3) shift from a fixed mindset to an innovation mindset; and (4) increased ability to identify and manage stress and burnout. Fellows also experienced a shift from focusing on individual needs to addressing the needs of the community at the college. Nurse coaching is an effective strategy to address faculty stress and burnout. Additional research is needed to evaluate the Innovation for Well-being faculty fellowship program and its impact on the academic community.

Learning for Spatial Branching: An Algorithm Selection Approach

The use of machine learning techniques to improve the performance of branch-and-bound optimization algorithms is a very active area in the context of mixed integer linear problems, but little has been done for nonlinear optimization. To bridge this gap, we develop a learning framework for spatial branching and show its efficacy in the context of the Reformulation-Linearization Technique for polynomial optimization problems. The proposed learning is performed offline, based on instance-specific features and with no computational overhead when solving new instances. Novel graph-based features are introduced, which turn out to play an important role for the learning. Experiments on different benchmark instances from the literature show that the learning-based branching rule significantly outperforms the standard rules. History: Accepted by Andrea Lodi, Area Editor/Design & Analysis of Algorithms – Discrete. Funding: This work was supported by Ivey Business School (David G. Burgoyne Faculty Fellowship); FEDER [MTM2014-60191-JIN]; Spanish Ministry of Education [FPU Grant 17/02643, FPU Grant 20/01555]; Conselleria de Cultura, Educacion e Universidade [ED431C 2021/24]; Natural Sciences and Engineering Research Council of Canada [Discovery Grant 2017-04185]; Spanish Ministry of Science and Technology [MTM2017-87197-C3] and Spanish Ministry of Science and Innovation [PID2021-124030NB-C32].

Jaime E. Rodríguez O. (1940–2022)

Jaime E. Rodríguez O. (1940–2022)

Prof. Amod Gupta - The leader and the legacy.

Prof. Amod Gupta - The leader and the legacy.

University of Missouri Kansas City: A Step Toward Data Disaggregation and Gap Analyses for the Assessment of Student Learning Outcomes Faculty Fellows Program

Assessment UpdateVolume 35, Issue 3 p. 6-14 Article University of Missouri Kansas City: A Step Toward Data Disaggregation and Gap Analyses for the Assessment of Student Learning Outcomes Faculty Fellows Program Billie Anderson, Billie AndersonSearch for more papers by this authorDea Marx, Dea MarxSearch for more papers by this authorKim McNeley, Kim McNeleySearch for more papers by this authorDiane L. Filion, Diane L. FilionSearch for more papers by this authorKelline S. Cox, Kelline S. CoxSearch for more papers by this author Billie Anderson, Billie AndersonSearch for more papers by this authorDea Marx, Dea MarxSearch for more papers by this authorKim McNeley, Kim McNeleySearch for more papers by this authorDiane L. Filion, Diane L. FilionSearch for more papers by this authorKelline S. Cox, Kelline S. CoxSearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30347Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Field, A., Miles J., and Z. Field. 2014. Discovering Statistics Using R. SAGE Publications. Knaflic, C. N. 2015. Storytelling with Data: A Data Visualization Guide for Business Professionals. John Wiley and Sons, Inc. Montenegro, E., and N. A. Jankowski. 2017. Equity and Assessment: Moving Towards Culturally Responsive Assessment. (Occasional Paper No. 29.) Urbana Illinois: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment. Volume35, Issue3May/June 2023Pages 6-14 ReferencesRelatedInformation

Marco Capogna, a pioneering neuroscientist and true European

Marco Capogna, a pioneering neuroscientist and true European