Faculty Viewpoints Research Articles

Broader Terms Curriculum Mapping: Using Natural Language Processing and Visual-Supported Communication to Create Representative Program Planning Experiences

Accreditation bodies call for curriculum development processes that are open to all stakeholders, reflecting viewpoints of students, industry, university faculty, and society. However, communication difficulties between faculty and non-faculty groups leave an immense collaboration potential unexplored. Using the classification of learning objectives, natural language processing, and data visualization, this paper presents a quantitative method that delivers program plan representations that are universal, self-explanatory, and empowering; promoting stronger links between program courses and curriculum development open to all stakeholders. A simple example shows how the method contributes to representative program planning experiences and a case study is used to confirm the method’s accuracy and utility.

Impact onFaculty's Own Development When Assessing Student Performance.

Assessing learner performance is a primary focus within simulation-based education in order to prepare students with the knowledge and skills they will need going forward in their careers. In order to properly conduct these assessments of learner performance, faculty must be adequately trained on the scenario, expectations, assessment measures, and debriefing. During Operation Bushmaster, a five-day "deployment" for learners, faculty assess students as they rotate through different leadership roles. The faculty development includes online and in-person training that provides them with an understanding of the scenario; what learners know; the framework used at USU to guide curriculum, development, and assessment; how to assess learners; and how to provide feedback to learners. Research has examined the value of receiving assessment and feedback from a student perspective, but the impact of being the assessor and giving feedback has not been researched from the faculty point of view. The purpose of this study, therefore, was to examine the impact of assessing students in simulation scenarios on faculty's own development as an educator and leader. Through a phenomenological qualitative study, we explored participants' lived experiences as faculty at Operation Bushmaster. Eighteen faculty from a variety of medical specialties and military ranks volunteered to participate. Participants were interviewed in-person using a semi-structured interview. Analyses included individually reading through each transcript; then individually coding and taking notes of terms and phrases used by participants; codes were compiled and organized into categories, which became the themes of our study. The interviews demonstrated the following themes in which providers who serve as faculty of Operation Bushmaster believe they gain from the experience: (1) The experience helps to reground their own thinking; (2) acting as faculty during simulation-based education helps them remain up-to-date on necessary skills; and (3) working with students helps faculty continually develop as an educator and a leader. This work describes how even when faculty are brought in for learner assessment, they are taking away lessons and experiences that aid in their own development as an educator as well as a leader. Acting as an assessing faculty for students may allow faculty to reground their own thinking, remain up-to-date on necessary skills, and continually develop their skills as an educator and leader. These findings suggest that some faculty involved in simulation events may also gain knowledge, skills, and experiences that can help with their own development even when the focus is on learners.

What students say to be ready for acute care: Implications for preceptors.

Student readiness for clinical education experiences is an important variable for clinical preceptors. Readiness has been reported from the viewpoints of clinicians, academic faculty, clinical preceptors, employers and novice graduate physical therapists. Perspectives from physical and occupational therapy students could better prepare preceptors in the acute care setting. Thematic analysis was conducted following the approach described by Braun and Clarke. The purpose of this study was to describe physical and occupational therapy student perceptions of readiness for full-time acute care clinical education experiences. Twenty-one physical and occupational therapy students in process of completing full-time clinical education experiences at a large academic medical centre were qualitatively interviewed in small groups. A two-stage iterative process of thematic inquiry was used to induce themes about student readiness for full-time acute care clinical experiences. Transcription, coding and thematic analysis were completed. Students also completed a one-time questionnaire with demographic and learner characteristic scales. Participants were on average 26.4years old, predominantly female and White, and had completed one full-time clinical education experience prior to participation. Four major thematic categories of student readiness for acute care clinical experiences emerged: (1) mindset and willingness; (2) knowledge and experience; (3) communication and collaboration; and (4) planning and prioritising. Students report their readiness is facilitated by preceptors who can model flexibility, foster communication that promotes clinical reasoning, implement an orientation to the acute care culture and learning resources and scaffold roles and responsibilities to aid professional authority.

Real-Life Cases in Student-Family Environment as a New Model for Case-Based Learning for Dental Students in Pathology: Students’ Perspective

Background: Case-based learning is a widely accepted technique to promote critical thinking in health care students. This paper focuses on active learning through real life clinical cases as opposed to hypothetical cases in the dental academic curricula. The overall experience of the faculty as well as the students throughout the case assignment has been reported in this study. Objective: This study provides a student’s perspective and insight into an innovative real-life case-based approach in online learning of pathology. Material and Methods: A real-life case of hypertension, diabetes or both was assigned to the Bachelor of Dentistry students in their second academic year of Pathology. The case was then presented by the students, followed by an open discussion involving peers and faculty members. Students’ responses were obtained for the assignment. Results: The response of students towards case assignment was promising and their feedback on each aspect of the assignment has been described. Faculty perception has also been included in order to share feedback about the students’ participation in the assignment from a faculty viewpoint. Conclusion: The present study introduces an innovative teaching method in medical education which can be utilized in the online learning of pre-clinical subjects and even clinical subjects during adverse situations when patient exposure is less. The real-life case-based learning method discussed in this paper offers real potential in developing critical diagnostic skills in students under a realistic clinical environment

Graduate student learning and the development of programmatic instruction: A mixed methods needs assessment

Librarians must develop a thorough understanding of the research needs of the communities they serve if they are to provide effective and transformative research and instructional services. A needs assessment is a methodology librarians can use to identify the needs of their community and develop programs of support that most effectively meet those needs. This mixed methods needs assessment study explores graduate student and faculty viewpoints to inform the development of programmatic instruction, research support services, and outreach practices. The multi-directional approach is critical for the identification of graduate student research skills needed for success within their academic programs and professional paths.

COVID-19 and education: insights into the impact of E-learning on accounting education: evidence from Jordan

PurposeThis study aims to reveal the impact of e-learning on accounting education amid COVID-19 in Jordanian universities from the viewpoint of faculty members.Design/methodology/approachThe questionnaire is used as a study instrument distributed to faculty members at the Accounting Departments of the Jordanian public and private universities. Due to the COVID-19 pandemic, Google Forms has been used to distribute 117 questionnaires that have been analyzed via the partial least squares-smart program.FindingsThe results show a negative impact of learning difficulties on accounting education, a negative impact on the personal skills of faculty members on the digitization of accounting education, no impact on the personal skills of faculty members, a positive impact on training courses, the use of technology on accounting education and the digitization of accounting education, as well as a positive impact on the skills of faculty members on the digitization of accounting education.Research limitations/implicationsThese results are significant in determining the adequacy of online learning for accounting education at the Accounting Departments of Jordanian public and private universities from the viewpoint of faculty members amid COVID-19.Originality/valueThis study highlights the impact of the e-learning system imposed amid COVID-19 on accounting education, teaching efficiency and the future of accounting education.

A new evaluation system on degree of goal achievement for students in bedside learning: Usage status and effect of introduction from the viewpoint of faculty

A new evaluation system on degree of goal achievement for students in bedside learning: Usage status and effect of introduction from the viewpoint of faculty

Pimping: Valuable Teaching Tool or Mistreatment? Perceptions of Medical Students and Faculty Differ.

ImportanceThe AAMC Graduate Questionnaire has drawn attention to medical student mistreatment. Pimping, a form of Socratic teaching often used in medical education where students are singled out by faculty for questioning, may be considered by some students and faculty as mistreatment. To date, minimal research has been performed on the viewpoints of students and faculty regarding pimping and its relation to mistreatment. ObjectiveThis study aims to formally define pimping and determine if there is a difference in the perception of students and faculty on its role in medical education.Design: Medical students and faculty of Michigan medical schools were surveyed via electronic questionnaire. Chi-squared and Fisher’s exact tests were performed.SettingMedical schools within the state of Michigan ParticipantsStudents who had completed their core clerkships and faculty with experience educating medical students in a clinical setting ResultsThe student response rate was 42%; the faculty response rate could not be determined. The majority of students agreed with our operational definition of pimping and 100% had experienced pimping. 54% of students reported a positive experience with pimping, 26% neutral, and 20% reported a negative experience. The majority of students reported it was challenging and educational and should be used regularly. Several differences were found between students and faculty as to why faculty use pimping. Students’ perception of their role on the clinical care team influenced their perception of pimping as mistreatment, and students reported pimping made them feel more a part of the team.Conclusion and relevanceThis study helps to define pimping and sheds more light on the perceptions of pimping from students and faculty and their differences. Most medical students report a benefit from pimping, even though it may be stressful, and suggest it should be used regularly, which is in contrast to faculty opinion. Pimping may make students feel more a part of the clinical care team, but their role on the team may not influence whether they perceive it as mistreatment.  Our data suggest medical schools should educate students and faculty on pimping and not move toward discouraging or banning it.

The role of e-learning platforms in enhancing the academic performance of primary studies students, and the obstacles to their application in the history department

the aim of the research is to identify the role of e-learning platforms in enhancing the academic performance of undergraduate students, and to identify the obstacles to their application in the history department, and the researcher relied on the descriptive approach to answer the research questions. The first stage, and the second stage), and the variable gender (male, female). The necessary data was collected using a questionnaire prepared by the researcher consisting of (30) paragraphs divided equally into two parts. The first included the role of the Google Classroom platform in enhancing the electronic performance of undergraduate students in the history department, while the second was the obstacles to using electronic educational platforms (the Google Classroom platform In the educational process, the stability of the questionnaire was verified, as the first part reached (0.87) and the second (0.89). After applying the questionnaire and analyzing the results statistically, the research results revealed that the evaluation of the research sample for the effectiveness of e-learning according to the Google Classroom platform was (high). As for the obstacles to using the Google Classroom platform, it was (low) and there were no statistical indications in the stage and gender variable. The researcher recommended holding training courses and workshops in the field of e-learning and assisting learners to get rid of the obstacles they face in the educational process, and the need for future marriage between e-learning and attendance in Iraqi universities, as well as a number of proposals, namely, conducting a study to evaluate the role of the Google Classroom platform in various branches Other knowledge, and a study on the obstacles to using e-learning from the faculty point of view. Key words: e-learning platforms, Google Classroom, academic performance.

Perception towards Employability Skills: Comparative Analysis of Students and Faculty Viewpoint

Under the study, efforts have been made to determine the challenges that the students and faculty members face in skill development courses, and suggestions have been taken on behalf of both students and faculty members to move out the existing problems in this stream. To gather the data from the target audience, a pre-structured questionnaire has been framed. After that, data have been collected with online surveys in electronic mails and interaction with students and faculty members. The study's findings will be beneficial for the youth and educational institutions. Based on the results, students will know the market's fundamental skills in the current scenario and the main problems in this field. The students' suggested measures will provide the right path to the educational institutions to understand students' thoughts. Other side measures offered by the faculty members will help the educational institution's authority understand the organizations' drawbacks.

Measuring Faculty Viewpoints to Optimize Success for Faculty Researchers: Does Creativity Matter?

ABSTRACT Researchers in higher education seek understanding of techniques to optimize success and produce insightful solutions that make positive impacts on society. We sought to establish howfaculty view creativity in research and distinguish differences in perspectives among faculty stakeholder groups. A survey was employed to higher education faculty and yielded 319 respondents. Results showed creativity is valued less than quality of publications, but more highly than quantity of publications. Additionally, results revealed distinctive differences between the faculty stakeholder groups within our study. This work provides an exploratory lens into the value of creativity for researchers in higher education. By understanding the many facets of faculty advancement, and by recognizing how faculty viewpoints on creativity diverge, researchers can consider how these findings impact their respective work. Furthermore, other researchers can utilize these experimental findings to further explore trends.

The Coronavirus and Higher Education: Faculty Viewpoints about Universities Moving Online during a Worldwide Pandemic.

The purpose of this study is to examine faculty’s views about the move from face-to-face (F2F) instruction to online due to the COVID-19 pandemic. The researcher used Q methodology [Q], a mixed method, to determine and describe faculty views about this situation. The participants sorted 36 statements to reveal and describe their subjective viewpoints. In Q, similar sorts are grouped together mathematically into factors, each representing a unique viewpoint. The Q-sorting process is reflective and self-referent. The operation of sorting items allows participants to provide their internal viewpoint. This is different from responding to a Likert-type survey. Additionally, the analyses allow for differentiation of views rather than an aggregate of views. Each unique viewpoint is described by a representative sort, distinguishing statements, and participants’ post-sort responses. Three views emerged: Techies who like to teach (the view most positive in relation to teaching online); Overwhelmed as human beings (populated by caregivers); and It’s about what cannot be done online (those who are focused on the limitations of technology and abilities for online instruction). Generally, faculty felt frustrated with their ability to best support their students within the online format. Administrators should consider the results of this study to better understand the instructional and mental-health needs of faculty especially in an emergency situation, such as COVID-19. The findings indicate that creating the best learning situations for students is not one-size-fits-all and that there are discipline and pedagogical issues to consider when moving F2F courses online that are not fixed simply with technology.

دور جامعة الأمیر سطام بن عبد العزیز فی التغیر الاجتماعی والثقافی فی البیئة المحیطة من وجهة نظر طالبات کلیة التربیة بالخرج. The Role of Prince Sattam Bin Abdulaziz University in the Social and Cultural Change in the Environment from the Viewpoints of Faculty of Education Female Students in Al-Kharj

هدفت هذه الدراسة إلى الکشف عن دور جامعة الأمير سطام بن عبد العزيز في التغير الاجتماعي والثقافي في البيئة المحيطة من وجهة نظر طالبات کلية التربية بالخرج، والتعرف على ما إذا کانت هناک فروق ذات دلالة إحصائية في دور جامعة الأمير سطام بن عبد العزيز في التغير الاجتماعي والثقافي في البيئة المحيطة لدى الطالبات تعزى لاختلاف البيانات الأولية (العمر، التخصص، المستوى الدراسي). ولتحقيق هذه الأهداف استخدمت الباحثة المنهج الوصفي المسحي، کما استخدمت الاستبانة أداة لها، وتکون مجتمع الدراسة من طالبات کلية التربية بالخرج، أما عينة الدراسة فقد تمثلت في عينة عشوائية بسيطة من الطالبات بلغت (122) طالبة. وتوصلت الدراسة إلى مجموعة من النتائج، أبرزها ما يلي: أن أفراد الدراسة موافقون على دور جامعة الأمير سطام بن عبد العزيز في التغير الاجتماعي في البيئة المحيطة، وأن أبرز العبارات التي حصلت على درجة الموافقة هي: (عملت الجامعة على توفير التعليم الجامعي لکافة شرائح المجتمع) بمتوسط حسابي بلغ (4,13 من 5)، وعبارة: (تسهم وحدة خدمة المجتمع بالجامعة في إقامة الندوات والمحاضرات التي تهم المجتمع) بمتوسط حسابي بلغ (3,85 من 5). کما أوضحت النتائج أن أفراد الدراسة موافقون على دور جامعة الأمير سطام بن عبد العزيز في التغير الثقافي في البيئة المحيطة، وأن أبرز العبارات التي حصلت على درجة الموافقة هي: (ساهمت الجامعة في رفع المستوى الثقافي من خلال برامج الدراسات العليا) بمتوسط حسابي بلغ (4,11 من 5)، وعبارة: (عززت الجامعة من المهارات والقدرات لدى الطالبات من خلال المشاريع البحثية والمناشط الطلابية) بمتوسط حسابي بلغ (3,90 من 5). وکشفت النتائج أيضا عن وجود فروق ذات دلالة إحصائية في استجابات أفراد عينة الدراسة تجاه دور جامعة الأمير سطام بن عبد العزيز في التغير الاجتماعي والثقافي في البيئة المحيطة لدى الطالبات باختلاف متغير العمر لصالح الفئة العمرية (من 24-فأکثر)، وأن هناک فروقا باختلاف التخصص لصالح تخصص اللغة العربية والتربية الخاصة، وأن هناک فروقا ذات دلالة إحصائية باختلاف المستوى الدراسي لصالح طالبات المستوى الرابع.

Student music stimuli composition in a scaffolded course-based undergraduate research experience

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.

At the Beginning of the Curve: Social Work Education and Indigenous Content

ABSTRACT Canada, like other nations with colonizing histories and ongoing colonial practices marginalizing Indigenous peoples, is searching for pathways leading to reconciliation. The Truth and Reconciliation Commission called on the social work profession to engage in the decolonization of social work structures and processes, including how it educates entrants in the profession. This article reports on a project that used focus groups with social work faculty in two Canadian universities to explore perceptions about the ways change might be accomplished. From faculty viewpoints, four main themes are identified: coming to know about colonization, assimilation, and genocide; struggling with whose story it is to tell; questioning individual and collective responsibilities in decolonizing social work; and accepting truth first and trauma stories for reconciliation.

Student and Faculty Perception of Team Design Elements in the Classroom

Studies which compare perceptions of students and faculty on team-based design elements are lacking in the literature. Understanding perception helps identify areas where agreement exists and explanation is needed. Q Methodology was used to compare student perceptions from Opatrny-Yazell and Houseworth (2018) to faculty perceptions on 29 team-based design elements. Participants indicated whether or not they were perceived as important to good team experiences in the classroom. This research identifies students and faculty viewpoints. Tenets of collaborative learning, along with three, evidence-based instructional practices, team-based learning (TBL); problem-based learning (PBL); and cooperative learning, emerged as important within the resultant viewpoints.

The Role of Jordanian Universities in Applying Fourth Industrial Revolution Principles

This study aimed to define the degree of applying the Jordanian universities of the Forth Industrial Revolution from the faculty point of view. To achieve the goal of this study a developed questionnaire established consisting of (46) items distributed to the faculty members numbered (332) in the Jordanian public universities (The University of Jordan, Yarmouk University, and Mutah University). The findings of this study shows that the reality applying the Jordanian universities the Fourth Industrial Revolution from the faculty point of view came as follows: The reality knowledge systems in Jordanian universities from the faculty members point of view was moderate, also reality technical systems in Jordanian universities from faculty members point of view was moderate, and as for the role of Jordanian universities in applying Fourth Revolution principles from the faculty members point of view, the study showed that the role of the faculty member and the role of university administration in Jordanian universities in applying the Fourth Industrial Revolution principles from the faculty member point of view was moderate degree, based on The results of the study, it recommends that the Jordanian universities are to take an approach that supports the requirements of the information age time limit and the digital revolution in order to contribute in increasing the competence and ability of faculty members to meet the needs of students information and knowledge. Keywords: Jordanian universities, faculty members, Fourth industrial revolution. DOI: 10.7176/JEP/11-16-08 Publication date: June 30th 2020

Resident doctors’ duty hours: A questionnaire-based study in national and international perspective

Introduction: Most serious patients among the poorest of the poor class are treated in the hospitals attached to medical colleges. Although there are senior and experienced doctors available, there is no denying the fact that resident doctors are the backbone of medical care. We cannot even dream of running these hospitals without them especially when coronavirus disease-2019 (COVID-19) is spreading like a wildfire across the globe. As far as the mental health of the resident doctors is concerned, often there are complaints of burnouts, depression, medical error, suicidal ideation, and leaving the course halfway, among them. We carried out a small questionnaire-based study to find out the viewpoint of the residents. Materials and Methods: An anonymous survey in respect of work hours and call schedules was administered to 50 junior residents. The results were analyzed. The faculty viewpoint, regulations in different countries, and regulatory bodies were also taken into account to present a balanced view and recommendations. Results: A total of 50 residents were surveyed. 64% of the residents worked for around 81–100h per week. 58%residents get 6h of uninterrupted sleep per day. 86% of the residents felt that extended working hours do not improve patient care. 82% of residents felt that there is no gain of skills with extended working hours; also, it does not leave them any spare time to study. 64% of the residents (mostly first-year postgraduate [PG] students) felt that most of their time is used for paperwork, which has no bearing on their skill development or knowledge. 16%–24% of residents felt that the extended working hours are affecting their mental health. Some of the residents felt that their relationship with coresident also affects their work. 74% of the residents admitted that they were asked to work more than 24h continuously quite often. 84% of the residents felt that they should get more time for leisure activities. Conclusion: There is a need to formalize working hours and to reduce paperwork for the residents to keep them in good mental health. A structured and supervised work schedule for the residents especially for the first-year PG students is the need of the hour. We need to balance education, patient care, and health of the young resident doctors while considering their work schedule.

Factors influencing teaching as a career choice in both public and private universities in Ghana

PurposeThe purpose of this paper is to explore how lecturers in both public and private universities in Ghana are motivated to take up teaching as a career using Herzberg’s two-factor theory.Design/methodology/approachIn this paper, qualitative research design was adopted. Data were collected from 24 lecturers from both public and private universities in Ghana and analysed with NVivo.FindingsResults from the analysis indicate that public sector university lecturers are generally better motivated than their counterparts at the private sector. Workload is higher at private universities, affecting research and publications negatively. The study also revealed that there are differences in motivation in relation to the hygiene factors between the public and private university teachers.Research limitations/implicationsThis study has a few limitations that must be considered and could provide guidance for future study; as this study addressed faculty point of view, future study could investigate from manager’s and other stakeholders’ point of view in order to get a holistic view of the issues under investigation. The sample size could be improved and the study could be conducted in other African countries for the purposes of comparison.Practical implicationsThe study shows that many lecturers are not happy in the job for both public and private universities. The findings of the study provide managers in the higher education industry with practical guidelines for strategies to motivate lecturers.Originality/valueDespite the rapid growth in the educational industry in Ghana, limited studies have been conducted into how lecturers are motivated to stay in teaching. This makes this research unique in Ghana. This study makes an original contribution by comparing how public sector and private sector university lecturers differ in their motivation to teach at the university using Herzberg’s two-factor theory.

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

Simulated clinical experiences are an alternative to on-site clinical training. Focused simulations allow for teaching, clinical feedback, and adjustments in patient interaction strategies conducted in controlled real-time environments. Simulations allow nursing students to develop skill acquisition, improve critical thinking, problem-solving, and decision making especially when using a standardized patient (SP). The International Organization for Clinical Simulation and Learning defines and SP as an individual specifically educated to depict a patient or person with a particular condition or behavior in a realistic, consistent and repeatable method and educated to consistently represent a patient or person in a scripted situation to instruct, practice, and evaluate. While there is a plethora of information about the participants experience with the simulation process little is known about the SP’s personal experience. This paper discusses the standardized patient’s experience and the faculty viewpoints after several autism simulations were implemented.