Member Teaching Research Articles

Career Goal Setting Knowledge and Practices among Mid-West University Students

This study examines Mid-West University student's career goal setting knowledge and practices among Mid-West University students. Main objective of the research is to assess and describe MU student's knowledge and real life practices in the course of their career goal setting efforts and getting desired success. Thematic analysis associated with qualitative approach was used to analyze qualitative data derived from students studying at Mid-West University School of Management (MUSOM), Central Campus of Education and Central Campus of Humanities and Social Sciences. To explore and describe the ways students perceive career goal setting process, experience faculty member's teaching, view linkage between courses and career, importance of hearing parents, conducting internship, ideological influence, pressure, and network in terms of shaping career path. 220 graduates were asked questions related to career goal setting and practices via email and group interview. Six themes were generated from the data collected through the purposive sampling. 20 students were provided the list of questions for collection of more comprehensive information and 200 students were provided just list of activities they could use when developing career goal. The interpreted data offers the conclusion that graduates lacked analytical skill to contextualize their understanding. But they clearly understood different activities such as seminar, presentation, workshop, research, networking, planning and developing communication and leadership skills, and continued reading for making them aware of developing relevant career goal and achieving practical outcomes.

Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

The assessment and exploration of forensic nursing concepts in undergraduate nursing curricula: a mixed-methods study.

The purpose of this study was to assess the importance and explore the inclusion of forensic nursing concepts in undergraduate nursing curricula. This study used a mixed method design to survey undergraduate nurse educators (n=1,000) across the United States. Utilizing a convergent parallel design, data were analyzed independently, sequentially, and combined to synthesize the results and cultivate the overall conceptualization of the findings. Significant differences were found about the importance and the integration of forensic concepts in the curricula based on the faculty member's teaching area and area of clinical practice. Triangulation of data determined faculty valued their role of improving holistic care to victims of violence. However, time, curriculum rigidity, and lack of forensic concept knowledge hindered the inclusion of forensic nursing concepts in curricula. Findings from this study support the recommendation for faculty development, community collaboration, and utilizing teaching modalities to integrate forensic nursing concepts into undergraduate curricula.

The other side of a magic mirror: exploring collegiality in student and staff partnership work

ABSTRACT This article adds to the corpus of writing that examines collegiality's idealistic yet elusive nature in Higher Education by focusing specifically on how collegiality can be enacted in student–staff partnership work. An innovative initiative, ‘Students as Colleagues in the Review of Teaching Practices’, provides a case to qualitatively explore the collegial characteristics. Here, students reviewed a paired staff member's teaching practice over one semester, as a peer review exercise. This shift in social roles troubles the understanding of ‘peer’ and asks if authentic collegiality is possible. The study is conceptually framed by Fielding's notion of ‘radical collegiality’ and draws on standpoint theory and dialogic education to raise issues of power, mutual support and productive tensions. The findings have implications for how Higher Education institutions can support student and staff to actively engage in authentic collegial partnerships by developing relational and dialogic spaces, rather than just abstract institutional infrastructures.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

ObjectivesTraditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women’s Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills.MethodsWe compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences.ResultsFifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach (p<0.001), general gastroenterology (p=0.005), esophagus (p<0.001), and small bowel (p=0.001), and the total score (p=0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement (p>0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future.ConclusionAn active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member’s teaching excellence.

대학교수의 수업성찰 실천을 위한 이론적 기초 탐구

교수전문성 개발에 있어서 수업성찰이 중요함에도 불구하고 이에 대한 본격적인 연구가 없었다. 본 연구의 목적은 수업성찰의 이론적 토대가 되는 성찰의 개념, 절차 및 내용을 고찰하여 대학교수의 수업성찰 실천에 관한 시사점을 도출하는 것이다. 성찰의 개념은 <TEX>$Sch{\ddot{o}}n$</TEX>이 제시한 '행동 중 성찰'이며, 성찰의 절차와 내용은 Korthagen의 Core Reflection 모형을 통해 설명될 수 있다. Core Reflection 모형은 교수의 수행행동에 영향을 미치는 내면적 요인과 외현적 요인을 통합하도록 지원하며 교사 개인의 강점을 발전시키는 모형이다. 대학교수의 수업성찰 실천에 관한 시사점으로 첫째, 교수 개인은 수업 상황에서 지속적으로 자신의 행동을 관찰하고 성찰하면서 수업성찰 저널을 작성해야 한다. 둘째, 교수학습개발센타에서는 수업성찰의 내용과 절차에 관한 오리엔테이션 교육과 컨설팅을 제공해야 한다. 마지막으로 교수 개인의 성찰이 효과적이기 위해서 동료교수와의 수업나눔이 필요하다. The purpose of this study is to draw implications about a practice of university faculty member's teaching reflection by considering the concept, process, and content of reflection as a theoretical basis of teaching reflection. The concept of reflection is based upon 'reflection-in-action' suggested by <TEX>$Sch{\ddot{o}}n$</TEX>, and the process and content of reflection is explained through Korthagen's Core Reflection model. The following three implications conclude: First, a faculty member should write a reflection journal by observing and reflecting consistently one's own behavior in a context of teaching. Second, the center for teaching and learning should provide an orientation and consultation about the content and process of teaching reflection. Finally, sharing lessons with the colleague faculty member is required to make an effective reflection for each faculty member.

Formal Revolution in the Work of Baudelaire and Flaubert by Kathryn Oliver Mills (review)

Kathryn Oliver Mills, Formal Revolution in the Work of Baudelaire and Flaubert. Newark: University of Delaware Press, 2012. 200 pp. Scholarly and other professional achievements strengthen a faculty member's teaching and make The University of the South a vital intellectual community. Kathryn Mills has the skills to make significant contributions to her academic discipline as a scholar and critic. She has enjoyed several accomplishments in the area of scholarship during the past years. She made available her research by publishing articles and by attending conferences to gain favorable peer recognition within her discipline of nineteenth-century French literary studies. Most important, she completed a book entitled Formal Revolution in the Work of Baudelaire and Flaubert, from the University of Delaware Press. The book deals with these two authors' novelty and modernity, defined as a reconfiguration of the generic boundaries between poetry and prose, by bringing formal, thematic, and historical considerations to bear on Charles Baudelaire's Le Spleen de Paris and Gustave Flaubert's Trois contes, as well as by setting those works in the context of the authors' other works of literature and literary criticism. Kathryn Mills argues that the critical studies, which recognize that Baudelaire and Flaubert were at the crossroads of a traditional era and a modern one, emphasized endings in Les Fleurs du mal, Madame Bovary, L'Education sentimentale, and Bouvard et Pecuchet by defining these works with respect to the past. Such literary masterpieces have helped define modern poetry and the modern novel, but the technical innovations of these novels were deployed within the traditional genres of the novel and of poetry in verse. In other words, critics focus on the literary structures Baudelaire and Flaubert were looking back at, and moving away from, rather than on the new forms toward which they were moving. Kathryn Mills positions herself against a certain trend of critics who have defined Baudelaire and Flaubert's contributions to modernity as an innovative ability to modulate traditional forms in order to express the inadequacy of those forms in the face of modern times. She claims that both writers' interest in finding a new literary form ultimately went further than variations on standard literary structures. Changing times and thoughts both elicit and require new literary forms. Le Spleen de Paris and Trois contes, for a variety of reasons, have been less represented in general discussions of Baudelaire and Flaubert, and Kathryn Mills demonstrates that the extent to which Baudelaire's prose poems and Flaubert's poetic tales diverge from the rest of their works is also the extent to which these works are particularly striking embodiments of their authors' artistic ideals. For these two seminal authors, the language of modernity involves an exploration of the boundaries between poetry and prose. Kathryn Mills's compelling argument even goes further, daring to venture that Baudelaire and Flaubert launched what amounted to a formal revolution--hence her title. Each writer advocated a revolution in form. For both writers, formal revolution turned around the heightened importance of prose. Baudelaire and Flaubert were both born in 1821, and Kathryn Mills argues that Flaubert is Baudelaire's counterpoint in the medium of prose. They had echoing sentiments about the need for a new, modern form in a changing day and age. The book is divided into six chapters. The first four are on Baudelaire, and the last two, on Flaubert. In the first chapter, Kathryn Mills launches her thesis and explains that Baudelaire's last Voyage in verse at the end of Les Fleurs du trial fails to discover something new on practical, existential, and literary levels. In her second chapter, she establishes new and definitive links between Constantin Guys and Joseph de Maistre's works and Baudelaire's Le Peintre de la vie mode me, whose composition and publication not only coincided chronologically with Baudelaire's interest in these works, but occurred in parallel with the poet's transition to prose poetry. …

Community‐based participatory nursing research: A culturally focused case study

This article provides highlights of a lecture, titled Community-based Participatory Research: A Culturally Focused Case Study, given at the Japan Academy of Nursing Science's 29th annual meeting in Chiba, Japan on 28 November 2009. Community-based participatory research (CBPR) is defined as research that includes both the researcher and the participant group in collaborative, egalitarian, and partnership processes to assess, define, problem-solve, evaluate, and disseminate an issue that is chosen by the stakeholders. A CBPR framework is highlighted and case-study examples from each stage are included. The barriers and facilitators for communities and researchers taking part in CBPR projects are described. Strategies to improve researcher competence in CBPR are listed. Community-based participatory research can be very fulfilling when incorporated into a faculty member's teaching, research, and service to the community.

Teaching Evaluation Practices in Colleges and Schools of Pharmacy

To document teaching evaluation practices in colleges and schools of pharmacy. A 51-item questionnaire was developed based on the instrument used in a previous study with modifications made to address changes in pharmacy education. An online survey service was used to distribute the electronic questionnaire to the deans of 98 colleges and schools of pharmacy in the United States. Completed surveys were received from 89 colleges and schools of pharmacy. All colleges/schools administered student evaluations of classroom and experiential teaching. Faculty peer evaluation of classroom teaching was used by 66% of colleges/schools. Use of other evaluation methods had increased over the previous decade, including use of formalized self-appraisal of teaching, review of teaching portfolios, interviews with samples of students, and review by teaching experts. While the majority (55%) of colleges/schools administered classroom teaching evaluations at or near the conclusion of a course, 38% administered them at the midpoint and/or conclusion of a faculty member's teaching within a team-taught course. Completion of an online evaluation form was the most common method used for evaluation of classroom (54%) and experiential teaching (72%). Teaching evaluation methods used in colleges and schools of pharmacy expanded from 1996 to 2007 to include more evaluation of experiential teaching, review by peers, formalized self-appraisal of teaching, review of teaching portfolios, interviews with samples of students, review by teaching experts, and evaluation by alumni. Procedures for conducting student evaluations of teaching have adapted to address changes in curriculum delivery and technology.

Passing the torch: a faculty mentoring program at one school of nursing.

This article describes a formal mentoring program for new nurse faculty at a small, private, midwestern university. Awareness of the shortage of available qualified nursing educators, loss of faculty due to retirement, and the desire to retain novice faculty prompted the initiation of a mentoring program in a rapidly expanding nursing department. Caring concepts from a previously offered "Caring" course were integrated into the mentoring program. Personalized attention, encouragement, and support and development of a positive attitude toward teaching were reported by new faculty in the program and mentor evaluations. Continuation of this program and recognition of mentoring as part of a faculty member's teaching load demonstrate the Department of Nursing's commitment to this process.

Job stress, job strain, and psychological withdrawal among Dutch university staff: Towards a dualprocess model for the effects of occupational stress

This study examined the antecedents of job strain (emotional exhaustion, health complaints) and withdrawal behaviour (e.g. lowered organizational commitment) among a cross-sectional sample of 131 academic staff members of the law department of a large Dutch university. Conservation of resources theory (Hobfoll, 1989) provided the theoretical background for this study. Strains and withdrawal behaviours were expected to be most prominent among those who reported having few resources and/or who reported high job demands. Structural equation modelling revealed that this was indeed the case. As predicted, differential patterns of effects emerged for job demands and job resources. Analysis of the effects of four job-specific stressors revealed that especially the structural aspects of a staff member's teaching task (e.g. the number of students in their classes) contributed strongly to perceived job demands. Theoretical and practical implications of the study are discussed.

Mostly True Confessions: Joint Meaning-Making about the Thesis Journey

The thesis supervisory role is perhaps the most prominent, yet least understood, of a faculty member's teaching responsibilities. We retrospectively explore the doctoral supervisory experiences of a doctoral student and her thesis supervisor through the process of co-constructing a personal narrative of the journey. Our story addresses several assumptions of the thesis process: the dissertation is an original piece of research by the student; the supervisors in an arms-length relationship because the thesis is the intellectual property of the student; the supervisor and committee are experts while the student is a novice being introduced into the culture; the thesis process is the same regardless of the program and the goals of student and supervisor. We invite others to join our conversation by sharing stories of their experiences. By accumulating knowledge in an under-researched area, it is possible that higher education can improve its record of successfully completed doctoral dissertations.

Developing a teaching portfolio.

Teaching portfolios--a compilation of carefully selected materials that describe the faculty member's teaching activities in the classroom, clinical practice, and other settings--are being used more widely for documenting teaching effectiveness in nursing education programs. The purpose of the teaching portfolio is to document the full range of teaching competencies of the faculty member over a period of time. This article describes teaching portfolios and their uses in nursing education, items to include in a portfolio, and how to develop a portfolio.

Self-Directed and Transformative Instructional Development

Introduction It is my intent in this article to apply recent theoretical developments in adult education to instructional development practice. More specifically, I will use the process of self-directed learning and the theory of transformative learning to reframe the roles that instructional developers adopt in working with faculty. Background Colleges and universities across North America as well as government departments responsible for higher education are increasingly paying attention to the quality of teaching [28]. This growing concern has led to renewed attention to faculty growth and development: how new faculty acquire their teaching skills [4], what higher education administrators can do to foster good teaching [31], the role of evaluation in enhancing effectiveness [12], and practical strategies for the instructional developer [39]. What is particularly encouraging are recent attempts to view instructional development from new perspectives that treat faculty as adult co-learners; for example, Zuber-Skerritt's [41] interest in collaborative research between developers and faculty; Amundsen, Gryspeerdt and Moxness's [1] work with faculty discussion groups; and Lunde and Hartung's [25] Cooperative Program for the Professional Renewal of Faculty. However, Levinson-Rose and Menges's [24] concern of a dozen years ago is still a concern of writers and researchers in faculty development. Upon reviewing the literature from the inception of faculty development programs in the late 1960s until 1980, Levinson-Rose and Menges concluded that most programs provided superficial experiences. They tended to focus on the teaching of specific techniques (constructing tests, preparing course outlines) in a prescriptive format and without consideration of the context of the faculty member's teaching or his or her prior knowledge and experience. The primary evidence of the effectiveness of such strategies was participants' ratings of their satisfaction with the session [24]. It became clear that one fundamental limitation of both practice and research in instructional development was the lack of a coherent and comprehensive theoretical foundation for the field. Institutions interested in the quality of teaching naturally enough followed the common model of establishing a center to support and enhance teaching. Such a center would then be staffed by developers (academic or staff positions) and support personnel. Generally, little formal training was available to such individuals [6]; therefore they relied on available guides and resources emphasizing practical techniques. Their research interests then focused on the evaluation of the effectiveness of their practice. This is not to say that promising theoretical work was not done, but it did tend to be somewhat fragmented, related to single aspects of the field. The intent here is not to provide a comprehensive review of these works; some illustrations should suffice to underline the point being made. Faculty development was linked with career development, drawing on stage theories [7], and with organizational development [21] models. Smith [35] and Smith and Schwartz [36] drew on Argyris and Schon's [2] action theory to devise strategies for helping faculty identify their assumptions about teaching. Brinko [6] used Vygotsky's [38] theory of cognitive development to describe communication between the instructional developer and the faculty member. Several researchers have used cognitive theory as a means of understanding faculty members' knowledge of their subject matter and of their instruction [29, 34]. Each of these aspects of instructional development are important, and the work being done to understand them by drawing on various theories can only be applauded. Yet one is still left with the sense that a more comprehensive theoretical framework would serve to enhance these efforts as well as the work of practitioners in the field. Rationale Faculty are adult learners. …

INTERNAL HOMOGENEITY, DESCRIPTIVENESS, AND HALO: RESURRECTING SOME ANSWERS AND QUESTIONS ABOUT THE STRUCTURE OF JOB PERFORMANCE RATING CATEGORIES

A pair of studies are reported that assess the effects of two rating category attributes on the halo observed in job performance ratings. In Study 1, data obtained from 21 articles published in the 1970s provided indirect evidence that halo is lower when rating categories are more internally homogeneous, but the descriptive richness of the categories did not affect halo. These two factors were then manipulated in Study 2 which showed that student ratings of a faculty member's teaching performance contained less halo when the rating categories were more internally homogeneous and descriptively rich. These results suggest that halo can be reduced by using rating categories that do not force raters to (1) rely on their overall evaluation of the ratee, or (2) use the same salient observations as the basis for rating job performance on multiple categories. These two conclusions are essentially cognitive reformulations of classic advice about the importance of using rating categories that are clear, specific, and non‐overlapping. Extrapolation of the reformulated advice raises a number of interesting theoretical and practical questions about the relationship between rating category attributes and rater responses.

Faculty development and human resources management in the academic medical setting.

Faculty members of academic medical centers are resources of the institution, and their maturation is part of the academic medical center's program of human resource development. Although the individual is ultimately responsible for his own development, programs of human resource management should be developed for academic medicine. Four basic areas have been suggested for these programs: professional development, institutional development, curricular change, and organizational change. Professional development is the area of most activity but is limited mainly to assessing the faculty member's teaching ability. Research aimed at the evaluation of clinical teaching is a relatively new field. Medical student and house officer evaluation, the use of videotapes, and the enlistment of educational consultants and technologists have begun, but there is little continuing research using these techniques and others at most institutions. The evaluation material is used to help the medical educator but only if the faculty member seeks out and uses the evaluation material to improve his teaching skills. As the educational process is linked more to the rewards system of the medical school, such as promotion, internal grants, and merit pay, motivation for improvement in instruction will be more universal. Medical academic human resource management will truly arrive only when the faculty members themselves perceive the need and desire it.

Improvement of teaching skills in a clinical setting.

The article describes the efforts of the faculty members in the Department of Community Medicine at the Rockford School of Medicine to improve their clinical teaching skills in the Primary Care Experience (formerly the Basic Ambulatory Experience). Faculty members opted for an instructional development program under the direction of an educational consultant as a result of their problems with clinical teaching in a new medical school. Each faculty member's teaching was videotaped and analyzed by the consultant, who met with the instructor to discuss the videotape, From this initial discussion problem areas were defined to be discussed at large group meetings. Faculty members will be videotaped in the present academic year to ascertain improvement in their clinical teaching.