Professor In Residence Research Articles

Dedication to the craft: developing pre-service teachers into social justice advocates through PDS and poetry

PurposeThe purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).Design/methodology/approachTo conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.FindingsThe findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.Originality/valueBy sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

In Memoriam: Soldano Ferrone MD, PhD (1940–2023)

In Memoriam: Soldano Ferrone MD, PhD (1940–2023)

Editorial

Editorial

Introduction: In memoriam: bell hooks, 1952–2021

Introduction: In memoriam: bell hooks, 1952–2021

Grigory Isaakovich Barenblatt. 10 July 1927—22 June 2018

Grigory Barenblatt devoted his scientific life to the analysis of difficult and important problems in mechanics: turbulence, including turbulence in the oceans and the atmosphere and in polymeric fluids, fracture, fatigue and damage accumulation in solids, flow in porous media, and combustion. He made use of sophisticated and innovative mathematical tools that he himself developed with his collaborators: in particular, similarity, scaling methods and intermediate asymptotics. During the years up to the dissolution of the USSR, he held senior positions in the Institute of Petroleum, the Institute for Problems in Mechanics and the Institute of Oceanology, all institutes of the USSR Academy of Sciences, and the Department of Plasticity at the Institute of Mechanics, Lomonosov Moscow State University. In 1992 he was appointed the first G. I. Taylor Professor of Fluid Mechanics at the Department of Applied Mathematics and Theoretical Physics, University of Cambridge, and then in 1996, he was appointed Professor in Residence, Department of Mathematics, University of California at Berkeley. His work has garnered many prestigious awards and world-wide recognition.

Measurements of Brain Age May Help Target Therapy

Measurements of Brain Age May Help Target Therapy

Neuromodulation treatments for ADHD: The ABCs of eTNS

Free AccessNeuromodulation treatments for ADHD: The ABCs of eTNSSandra Loo and James McGoughSandra LooSearch for more papers by this author and James McGough1 Professor in Residence in the Division of Child and Adolescent Psychiatry and the Center for Neurobehavioral Genetics at the Semel Institute for Neuroscience and Human Behavior in Los Angeles, CA. She also serves on the Advisory Board of the ADHD Report. She can be reached at: [email protected].2 Professor of Clinical Psychiatry at the Semel Institute for Neuroscience and Human Behavior and David Geffen School of Medicine at UCLA in Los Angeles, CA. Neither of the principal investigators (James McGough, M.D. or Sandra Loo, Ph.D.) have any financial stake or financial relationship in the product or company.Search for more papers by this authorPublished Online:February 2020https://doi.org/10.1521/adhd.2020.28.1.8PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutREFERENCESCook I. A., , Espinoza R., , Leuchter A. F. (2014). Neuromodulation for depression: Invasive andnoninvasive (deep brain stimulation, transcranial magnetic stimulation, trigeminal nervestimulation). Neurosurgery Clinics of North America; 25, 103–116. Crossref, Google ScholarFaraone S. V. (2009). Using meta-analysis to compare the efficacy of medications for Attention-Deficit/Hyperactivity Disorder in youths. Pharmacy and Therapeutics, 34(12), 678–683, 694. Google ScholarFood and Drug Administration. (2019, April 19). FDA permits marketing of first medical device for treatment of ADHD [Press release]. Retrieved from https://www.fda.gov/news-events/press-announcements/fda-permits-marketing-first-medical-device-treatment-adhd Google ScholarGoode A. P., , Coeytaux R., , Maslow G., , Davis N., , Hill S., , Namdari B., , & Kemper A. (2018). Nonpharmacologic treatments for Attention-Deficit/Hyperactivity Disorder: A systematic review. Pediatrics, 141(6), e20180094. Crossref, Google ScholarHuster R. J., , Enriquez-Geppert S., , Lavalle C. F., , Falkenstein M., , & Herrmann C. S. (2013). Electroencephalography of response inhibition tasks: functional networks and cognitive contributions. International Journal of Psychophysiology, 87, 217–233. Crossref, Google ScholarLoo S. K., , & McGough J. J. (October, 2019). Trigeminal nerve stimulation for ADHD: Correlates and predictors of treatment response. Paper presented at the American Academy of Child and Adolescent Psychiatry meeting, Chicago, IL. Google ScholarMercante B., , Enrico P., , Floris G., , Quartu M., , Boi M., , Pina Serra M., … & Deriu F. (2017). Trigeminal nerve stimulation induces FOS immunoreactivity in selected brain regions, increased hippocampal cell proliferation and reduces seizure severity in rats. Neuroscience, 361, 69–80. Crossref, Google ScholarMcGough J. J., , Loo S. K., , Sturm A., , Cowen J., , Leuchter A. F., , & Cook I. A. (2015), An eight-week, open-trial, pilot feasibility study of trigeminal nerve stimulant in youth with Attention-Deficit/Hyperactivity Disorder. Brain Stimulation; 8, 299–304. Crossref, Google ScholarMcGough J. J., , Sugar C., , Sturm A., , Salgari G., , Cowen J., , Leuchter A. F., , Cook I. A., , & Loo S. K., (2019). Double-blind, sham-controlled, pilot study of trigeminal nerve stimulation (TNS) for Attention-Deficit/Hyperactivity Disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 58(4), 403–411 Crossref, Google Scholar Previous article Next article FiguresReferencesRelatedDetails Volume 28Issue 1Feb 2020 Information© 2020 The Guilford PressPDF download

A History of Citation Styles

A History of Citation Styles

Writing Resources—An Annotated List of Helpful Books

Writing Resources—An Annotated List of Helpful Books

From Doc to Post‐Doc to Career: The Transition from Nursing Student to Nursing Scholar

From Doc to Post‐Doc to Career: The Transition from Nursing Student to Nursing Scholar

Multiple sclerosis: what's it got to do with your guts?

Multiple sclerosis: what's it got to do with your guts?

Professor in Residence: An Innovative Academic-Practice Partnership.

This article describes an academic-practice partnership between an American Nurses Credentialing Center Magnet®-designated hospital and an academic nurse educator that has increased the hospital's capacity for research, evidence-based practice, and support for nurses continuing their education. Through close collaboration with the full-time nurse researcher and members of the nursing education department, the professor in residence consults with clinical staff to support completion of research and evidence-based practice projects. The collaboration also has resulted in the development of a formal year-long mentoring program for clinical nurses in the area of evidence-based practice. Individual support and academic consults are offered to nurses enrolled in school to promote advancement of nurses' educational level. This collaboration has been beneficial for both the hospital and the university, increasing the capacity for scholarly activities for nurses in the hospital and serving as a forum for ongoing faculty practice and scholarship. J Contin Educ Nurs. 2017;48(12):552-556.

COMMENTARY: REFLECTIONS ON BEING A PROFESSOR-IN-RESIDENCE

Deciding what to do during a sabbatical is one of the most exciting times for professors. An opportunity to recharge and renew and develop professional skills is an important contributor to staying current and relevant in research and in the classroom. This paper describes a professor-in-residence (PiR) sabbatical experience that was somewhat non-traditional. Instead of visiting an academic institution, a PiR sabbatical involves becoming embedded in a company (in this case, a small software company) and is the flip-side to the executive-in-residence concept popular in many business schools. This paper describes the experience and provides suggestions and insight for professors, hosts, and institutions when considering sabbatical options and how to plan for them.

Katydid

Katydid Chapman Hood Frazier (bio) Green leaf’s staccatoin summer’s heatunseen but heard like a hiss keeping itsbliss as an ostinato of urge.This instinct itches air alive in whisper and distinctas dream till it sings a shrillchant distilling the dark. Its two-note syllablean angel’s green declension,a season’s mean inflection that begins in spring’s silenceas a grey scab hidden on the undersideof stem till it rises as the harbinger of heaton beech and maple, oakand long-needled pine, a savory nymph that by Julywill keep the night seared whitein song until September’s dying light [End Page 76] leaves its green beneath the forest’sfloor to survive until first frost’ssacrifice in starlight its final rite of becomingthe way all gods must diein their understory of urge until they’re releasedfrom the green worldinto this trinity of one. [End Page 77] Chapman Hood Frazier Chapman Hood Frazier is a Professor in Residence for James Madison University and was a poetry editor for The Dos Passos Review and guest-editor for the Hampden Sydney Poetry Review. He has published poetry in a variety of publications including The Virginia Quarterly Review, The South Carolina Review, and Appalachian Heritage, and is currently working on a collection of interviews with contemporary poets. Copyright © 2016 Berea College

Revise and Resubmit … or Maybe Not: An Essay

Revise and Resubmit … or Maybe Not: An Essay

Wheel of Life

Wheel of Life Bell Hooks (bio) 1. The wheel of life turns round and round all hope alive in still presence a steady heart of compassion sacred ritual giving peace. 2. One drop of water flowing into the ocean wet with enlightenment a taste of eternal presence of morning dew, of night fall reincarnated dream. 3. Pure aspirations dark tara jewel of the most high open the heart’s door bear universal witness. 4. True nature of self-abiding darkness and light, male and female a sacred mandala past and present a tantric path that calls and liberates all eternal Buddha. [End Page 22] 5. Thread of tantra bind mind and heart imperfect being choosing to perfect love radiance of Buddha light shining. [End Page 23] Bell Hooks bell hooks (née Gloria Jean Watkins) is among the leading public intellectuals of her generation. Her writings cover a broad range of topics including gender, race, teaching, and contemporary culture across the literary genres and include the seminal Ain’t I a Woman? Black Women and Feminism and, more recently, Appalachian Elegy: Poetry and Place. She has taught at Yale University, Oberlin College, and the City University of New York, and has served as Distinguished Professor in Residence in Appalachian Studies at Berea College since 2004. Copyright © 2015 Berea College

Shadowing in Formative Evaluation

Shadowing is a data collection method that involves following a person, as they carry out those everyday activities relevant to a research study. This article explores the use of shadowing in a formative evaluation of a professional development school (PDS). Specifically, this article discusses how shadowing was used to understand the role of a professor-in-residence (PIR) working with a PDS, and how this role facilitates capacity building at the school. After describing what shadowing is, its uses, and challenges, a brief overview of the PDS model and the role of a PIR, the authors describe their experiences with (1) developing and managing a relationship with the PIR and (2) how validity was established for the study. The article concludes with suggestions for integrating shadowing in formative evaluations.

Vladimir I. Keilis‐Borok (1921–2013)

Vladimir Isaakovich Keilis‐Borok, emeritus Professor in Residence of Geophysics at the University of California, Los Angeles (UCLA), passed away on 19 October 2013, following a long illness. He was born on 31 July 1921 in Moscow.

Scientific migration of junior scientists to China.

As a junior investigator in biology who recently set up a laboratory in Shanghai, China, I frequently get asked why I chose to start a laboratory in China, how I feel running a laboratory there and what are the main challenges I face. People who asked me such questions are not only established researchers but also postdoctoral fellows and senior PhD students. Interestingly, most of these junior scientists are originally from China but trained in the West and now are ready to move back to their homeland. About 10 years ago I took my first international flight from Shanghai to the USA to pursue graduate study. Although I was well aware of the cultural differences between the two countries, it took some time to adjust to living in Connecticut, both socially and academically: these differences include not only the smaller everyday matters of life such as food, language and manner, but also the way that people in different countries view the world. I ended up as a PhD student with Dr Gordon Carmichael, who has been tremendously supportive for my career development. Over a period of 7 years I obtained both a PhD and an MBA degree, finished a short period of postdoctoral training, got research funding and received a promotion to Assistant Professor in Residence at the University of Connecticut. During these 7 years in Connecticut, however, much also changed in China, especially national support for research funding and the emergence of a more rigorous academic environment. Research funding for fundamental science, such as biology, has significantly increased over the last 10 years. This has led to many and better job opportunities for junior investigators in China. Also, the amount of funding for each grant has also been dramatically raised. For example, a general grant from the National Natural Science Foundation of China is about ¥800,000 (US$120,000)/4 years now, compared with ¥200,000 ($30,000)/4 years only a few years ago. In addition, the grant application process and decision making have become more transparent and fair. Generally, if you are doing good research, you can now expect to be funded - more or less - and this support is at a level that will allow you to continue key projects you are working on. While ‘good research’ is still largely judged by the publication of your results in ‘high-impact’ journals, this is not really much different than the situation elsewhere. Academically, research in China is becoming more sustainable. For instance, novel research is expected and a tenure or tenure-like system has been launched recently in many institutions and universities. Thus, the quality of research is emphasized in addition to the number of publications. However, although total research funding has increased, it is worth noting that grant applications are becoming more and more competitive than years ago, due to the fact that a large number of scientists have recently migrated to China and are now competing for these funds. Thus, now it is time for us to continue this trend by encouraging China to commit to increased and sustained research investment. These exciting changes over the last 10 years have made the research environment in China, especially that in large cities, similar to that found in the West. The boom in research funding has provided more opportunities to allow well-trained young scientists to get jobs and also for them to continue their research in China. As a biologist, I would say, these changes are the most important factors that attracted me to return. Well, if you like these changes, you may also want to list China as one of the places to send out job applications to. To me, running a laboratory in China is similar to that in other places; although moving back to China after living abroad for many years, I have surprisingly but inevitably experienced a ‘reverse culture shock’. For example, the popular application of a new Chinese cyber language or text speak really challenged me. Ultimately, running a laboratory is very much like managing a small business where you need to generate ideas, raise money and recruit the right team to work with you. I am sure that anyone who is ready to open business has no problem getting ideas; so the real questions are where do you get money and who will best help you to realize these ideas?

My Time as a Professor in Residence: Lessons Learned

Journal of Adolescent & Adult LiteracyVolume 56, Issue 8 p. 617-622 COMMENTARY My Time as a Professor in Residence: Lessons Learned Josephine Peyton Marsh, Josephine Peyton MarshSearch for more papers by this author Josephine Peyton Marsh, Josephine Peyton MarshSearch for more papers by this author First published: 02 May 2013 https://doi.org/10.1002/JAAL.188Citations: 2Read 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 Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume56, Issue8May 2013Pages 617-622 RelatedInformation