Faculty Workshop Research Articles

Embracing the flipped classroom: the planning and execution of a faculty workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants' current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

Will my student evaluations decrease if I adopt an active learning instructional strategy?

College instructors are often afraid to use active learning instructional strategies because they fear that students may complain and/or give them lower evaluations of teaching. In this paper, we present data from a survey of 431 physics instructors who had attended the Physics and Astronomy New Faculty Workshop and who attempted to incorporate active learning into their introductory course. Nearly half of respondents (48%) felt that their student evaluations increased, one-third (32%) felt that their student evaluations had not been impacted, and one-fifth (20%) felt that their student evaluations decreased. Thus, contrary to common fears, for these instructors the most likely result from the incorporation of active learning was an increase in student evaluations.

The development of an experimental beam support with an integrated load cell

This article gives a detailed description of the development of an experimental sensor beam support with an integrated load cell, in this paper also named a smart support. The smart support is designed as a part of a beam bending experimental apparatus. For small universities, the financial effort needed to equip experimental mechanics labs is considered unjustified for the purpose of undergraduate mechanics classes. Thus the majority of experiments conducted in mechanics and similar classes are done during lectures as 5-minute presentations using available, inexpensive and simple apparatus. Such apparatus was produced in faculty workshops, by students as a part of undergraduate theses or projects with sponsoring companies. This article describes a process of building experiment apparatus through the student undergraduate theses and cooperation with local companies. It also shows the current state of beam bending apparatus at University North and the process of creating the initial design of a smart support. Some properties of two typical versions of load cells containing strain gauges were investigated using numerical simulations. According to load cell shapes, two different design solutions of smart support were proposed. The final chapter describes future plans to create data acquisition and ideas for developing further experimental modules or devices for various other experiments.

The Benefits of International Student Perspectives in a Global Cancer Workshop

A recent opportunity to facilitate a faculty and student workshop in Global Health and Cancer Prevention allowed us, an international group of graduate students, to reflect on cancer disparities in our home countries as well as our understanding of these differences. This included discussing the complexity of achieving equitable cancer prevention globally, and learning from our shared and disparate experiences of public health systems across the world. It became clear through this process that being an international student, and working with other international students with distinct backgrounds, can result in an enriched learning environment. Our discussions highlighted gaps in our knowledge regarding other cultures, and gave each of us a new perspective on aspects of our own cultures, related to cancer, cancer- related risk factors, and more broadly. This forum demonstrated to us the benefits of the diversity international students can bring to the learning space.

New Challenges for a Core Procedure: Development of a Faculty Workshop for Skills Maintenance for Abdominal Hysterectomy

To describe the development of a low-cost educational module for OB/GYN faculty skills maintenance for total abdominal hysterectomy (TAH), a low frequency core procedure in obstetrics and gynecology. After review of existing educational tools and utilization of a modified Delphi method to establish consensus regarding key procedural components for skills maintenance, a 2-hour workshop was developed to review knowledge and participate in a simulation focused on the critical steps in performing TAH. An expert in TAH delivered a lecture highlighting important surgical considerations. Participants then rotated through simulation stations for critical steps in TAH: dissecting the bladder, identifying the ureter, and closing the cuff. Knowledge gains were assessed with a written pre- and posttest. Consecutive focus groups were conducted with participants on effectiveness of the workshop, and suggestions for improvement. Ideas identified in the first focus group were incorporated into the second workshop. Massachusetts General Hospital, an academic tertiary care facility with a single Obstetrics and Gynecology faculty group, located in Boston, Massachusetts. Eligible participants were recruited via email from full time specialists in General Obstetrics and Gynecology at Massachusetts General Hospital. Of the 25 eligible gynecology faculty subjects, 22 participated (88%). On pre or post-test comparison, 70% of participants scored higher on the posttest, demonstrating an increase in knowledge of critical TAH surgical steps. Focus group analyses identified the need for increased review and training demonstrations of TAH, and recommended continued offering of the workshop. Based on focus group responses and pre or posttest comparisons, the workshop was deemed feasible and enhanced short-term learning. Future directions include utilizing more challenging anatomic models and simulation scenarios and optimizing integration of expert demonstration and individualized coaching, as well as identifying regionally tailored surgical workshop programming.

Introduction: The Three and a Half Minute Transaction: Boilerplate and the Limits of Contract Design

The Hofstra Law Review has organized an “Ideas” symposium around our book manuscript “The Three and a Half Minute Transaction” (see http://ssrn.com/abstract=1937900). The idea for this symposium came from a debate that occurred at a faculty workshop at the Hofstra Law School some months ago where we were presenting our book manuscript. The topics of conversation included the following: the future of the current big-law-firm model, what value lawyers add in commercial transactions that use boilerplate contracts, why (and whether) boilerplate contracts are so slow to change, why law firms do not generally have R&D departments, the resolution of the Eurozone sovereign debt crisis and more. The Essays in this symposium are from an exceptional group of scholars and practitioners and we are honored that they use our manuscript as their jumping off point to tackle some of the topics mentioned. What we provide here is a brief introduction to the manuscript itself.

Private International Law Aspects of Authors’ Contracts: The Dutch and French Examples

Copyright generally vests in the author, the human creator of the work. But because, at least until recently, most authors have been ill-equipped to commercialize and disseminate their works on their own, the author has granted rights to intermediaries to market her works. Since most authors are the weaker parties to publishing, production, or distribution contracts, the resulting deal may favor the interests of the intermediary to the detriment of the author’s interests. Many national copyright laws have introduced a variety of corrective measures, from the very first copyright act, the 1710 British Statute of Anne, which instituted the author’s reversion right (still in force, albeit much modified, in U.S. copyright law), to detailed limitations on the form and scope of grants found in many continental European copyright laws. Recently, the Netherlands and France have amended their copyright laws to reinforce author-protective provisions; the French reforms particularly envision the publishing contract in the digital environment. But many author contracts, especially in the digital environment, grant rights for multiple territories: how does the international dimension of these agreements affect the practical ability of individual countries to regulate authors’ contracts with respect to exploitations occurring within their borders? If, on the one hand, “lawmakers tend to be provincial in developing copyright-contract rules, remaining focused on largely local parties and interests rather than on policies common to many jurisdictions,” and, on the other, general principles of private international law leave to the parties the determination of the law applicable to their contract, may the parties simply avoid “provincial” protections of authors’ economic interests by choosing (or the stronger party imposing) the law of a less author-interventionist jurisdiction to govern the full territorial extent of the * Morton L. Janklow Professor of Literary and Artistic Property Law, Columbia University School of Law. Research for this article was made possible through The Philippe P. Dauman Faculty Research Fund, established in 2007 by Philippe P. Dauman, Columbia Law School ‘78 and The Philippe and Deborah Dauman Family Foundation. Copyright  2015 Jane C. Ginsburg and Pierre Sirinelli. ** Professor of Law, Universite de Paris I (Pantheon-Sorbonne). The authors are most grateful to Professor Marie-Elodie Ancel and Professor Edouard Treppoz. Thanks as well to Professor Dirk Visser, Professor Mireille van Eechoud, and Dr. Silke von Lewinski, and to Professor George Bermann and other participants in the Columbia Law School faculty workshop. GINSBURG & SIRINELLI, PRIVATE INT’L LAW ASPECTS OF AUTHORS’ CONTRACTS, 39 COLUM. J.L. & ARTS 171 (2015) 172 COLUMBIA JOURNAL OF LAW & THE ARTS [39:2 transfer? This Article will first discuss two examples of reforms of copyright-contract law, then will consider the extent to which private international law rules may render these reforms largely ineffective for authors who grant rights for multiple territories. Finally, we will propose private international law approaches that preserve local author-protective contract restrictions without rendering the implementation of the international agreement unduly cumbersome or unpredictable. We recognize that our approach departs from classic, contentneutral, private international law rules, because it seeks to impose a particular outcome. But content-neutral choice of law rules are what create the problem that provoked this examination in the first place: the rule of “party autonomy,” that directs courts to look to the law the parties choose for their contract enables the stronger party to avoid weaker party protections simply by submitting the contract to a less-constraining national law. The proposed rule remains within the general private international law (nonsubstantive) framework because it in no way instructs states to adopt author-protective measures. It simply endeavors to ensure, if a state does determine to recalibrate the balance of power between authors and exploiters, that the contract not set the state’s efforts to protect its resident authors to naught. GINSBURG & SIRINELLI, PRIVATE INT’L LAW ASPECTS OF AUTHORS’ CONTRACTS, 39 COLUM. J.L. & ARTS 171 (2015) 2015] PRIVATE INTERNATIONAL LAW ASPECTS OF AUTHORS’ CONTRACTS 173

The Interface of Pancreatic Cancer With Diabetes, Obesity, and Inflammation: Research Gaps and Opportunities: Summary of a National Institute of Diabetes and Digestive and Kidney Diseases Workshop.

A workshop on "The Interface of Pancreatic Cancer with Diabetes, Obesity, and Inflammation: Research Gaps and Opportunities" was held by the National Institute of Diabetes and Digestive and Kidney Diseases on October 12, 2017. The purpose of the workshop was to explore the relationship and possible mechanisms of the increased risk of pancreatic ductal adenocarcinoma (PDAC) related to diabetes, the role of altered intracellular energy metabolism in PDAC, the mechanisms and biomarkers of diabetes caused by PDAC, the mechanisms of the increased risk of PDAC associated with obesity, and the role of inflammatory events and mediators as contributing causes of the development of PDAC. Workshop faculty reviewed the state of the current knowledge in these areas and made recommendations for future research efforts. Further knowledge is needed to elucidate the basic mechanisms contributing to the role of hyperinsulinemia, hyperglycemia, adipokines, and acute and chronic inflammatory events on the development of PDAC.

Using a Modified A3 Lean Framework to Identify Ways to Increase Students' Reporting of Mistreatment Behaviors.

The proportion of students who experience mistreatment is significantly higher than the proportion of students who report mistreatment. Identifying ways to improve students' reporting of these incidents is one strategy for increasing opportunities to achieve resolution and prevent future occurrences. The authors applied a modified A3 Lean framework to examine medical student reporting of mistreatment behaviors at the University of Michigan Medical School (UMMS) in 2013-2016. The A3 Lean framework is a stepwise approach that involves outlining the background to establish the context of the problem, describing the current condition, identifying the goal or desired outcome, analyzing causes of the problem, providing proposed countermeasures for improvement, and creating follow-up plans. The authors identified three reasons for the difference between students' experiences and reporting of mistreatment and developed five countermeasures/action plan items to address this difference. The proportion of students reporting mistreatment at UMMS increased 21.4% between 2013 and 2016. Compared with 2013, more students in 2016 indicated not reporting because the incident did not seem important enough or because they resolved the issue on their own. The authors have enlisted the support of the health system's human resources department and presented the inaugural grand rounds on improving the learning environment in 2016. Among other things, they are also partnering with this team to add questions about student mistreatment and civility to the annual employee engagement survey distributed to all 20,000 employees.

Fair Use For Free, or Permitted-but-Paid?

The U.S. Supreme Court in Sony Corporation of America v. Universal City Studios fended a fork in the fair use road. The Court there upset the longstanding expectation that uses would rarely, if ever, be fair when the whole of a work was copied. In the aftermath of that decision, lower courts have rendered a plethora of decisions deeming the copying of an entire work (even with no additional authorship contribution) a fair use, and therefore “free” in both senses of the word. A perceived social benefit or some market failure appears to motivate these decisions. This is because fair use is an on/off switch: either the challenged use is an infringement of copyright or it is a fair use, which section 107 declares “is not an infringement of copyright.” As a result, either the copyright owner can stop the use, or the user not only is dispensed from obtaining permission, but also owes no compensation for the use. I contend that fair use for free should be available only where a second author copies in the creation of a new work (instances which I will call productive uses). By contrast, when the entire work is copied for essentially distributive purposes, courts and legislatures should sometimes allow the use, but subject it to an obligation to compensate authors and rights holders. This is not a radical idea: the United States is in fact an outlier in the broader international landscape of copyright exceptions. Many countries have permittedbut-paid regimes for various uses, including those by libraries, educational institutions, and technologies. Indeed, the United States has some as well, particularly respecting new technological modes of dissemination. For many authors and other members of the creative communities, while their works stoke the engines of others’ enterprises, the Internet age has proffered more rags than riches. Creators should be compensated for the non-creative reuse of their works. © 2014 Jane C. Ginsburg. † Morton L. Janklow Professor of Literary and Artistic Property Law, Columbia Law School. Many thanks for research assistance to Trey Brewer, Arjun Jaikumar, and Olena Ripnick, all Columbia Law School class of 2014. Thanks also for observations and criticisms to June Besek, Jack Browning, Irene Calboli, David Carson, Jacqueline Charlesworth, Susy Frankel, Wendy J. Gordon, Brad Greenberg, Lital Helman, Bert Lazerow, Yafit Lev-Aretz, Jessica Litman, Tony Reese, Pamela Samuelson, Paul Spera, Eva Subotnik, and Edouard Treppoz, and to Shyamkrishna Balganesh, Christopher Yoo, and the participants in the University of Pennsylvania copyright colloquium; to Jennifer Rothman and Jay Dougherty and the participants in the Loyola Law School faculty workshop, and to my colleagues at the Columbia Law School faculty workshop. Much gratitude to Barton Beebe for sharing his database of fair use cases. This article benefited from the support of the Philippe P. Dauman Faculty Research Fund. 1384 BERKELEY TECHNOLOGY LAW JOURNAL [Vol. 29:1383

Faculty Practices of Responsibility, Involvement, Commitment and Excellence in Mindoro State College of Agriculture and Technology (MinSCAT)

Every teacher is expected to be aware of the core values their institution stands for. Moreover, teachers are expected to anchor every task, especially instruction in these values. The duties of a teacher in instruction in relevance with the educational trends never changes. They are to deliver instruction in a way that the students will be equipped with the knowledge, skills and competencies needed to survive and succeed in the society, in the hearts and minds. However, the extent of their practice of each value may vary in level. Hence, the study attempted to take a look at the philosophical underpinnings in instruction of the faculty through determining the extent of faculty practices of responsibility, involvement, commitment and excellence in instruction at the Mindoro State College of Agriculture and Technology (MinSCAT). Using descriptive-comparative method, the study found out that respondents seemed assured that the faculty from the three campuses has clear philosophical underpinnings of the College Core Values. Faculty practice and carry out responsibility, involvement, commitment and excellence in instruction in different extents in the three MinSCAT campuses. With this, the study recommended that the administration should conduct unified faculty seminars and workshops that will strengthen more the faculty’s adaptation of the MinSCAT core values in their instruction at the three campuses. Faculty should be called for symposium or forum about the school policies in the faculty manual, or at least be provided by a copy of the manual. Finally, faculty communication and interpersonal skills should be upgraded and updated through seminars focused on developing the skills.

Librarians in the Lead: A Case for Interdisciplinary Faculty Collaboration on Assignment Design

Assignment design provides a potential niche for librarians to fill in improving research assignments and in providing opportunities for interdisciplinary collaboration on teaching, but this can be difficult work to claim as librarians. In the 2016-2017 academic year, a team of three librarians at Utah State University, a mid-size research university, piloted an assignment design workshop for faculty. Based on a model developed by the National Institute for Learning Outcomes Assessment (NILOA), our workshop’s core component was a structured, librarian-facilitated small group discussion among three to four faculty members from a range of academic departments. Interdisciplinary conversation about teaching research skills thrived in these discussions (called “charrettes”), with librarians uniquely positioned to encourage knowledge sharing in service of student learning and success. This article presents three iterations of our workshops as a case study in information literacy intervention outside traditional classroom instruction sessions, extending and redefining the role of the academic librarian as a partner in teaching and learning.

Creative Instructional Design: Practical Applications for Librarians. Brandon K. West, Kimberly D. Hoffman, and Michelle Costello, eds. Chicago: ACRL, 2017. 396p. Paper, $72.00 (ISBN 978-0-83898-929-6).

Creative Instructional Design: Practical Applications for Librarians is an edited volume of twenty-five chapters relating the experiences of academic librarians who have incorporated instructional design (ID) into their practice, primarily information literacy instruction. More in depth than just a series of lesson plans, this book makes strong use of the first person to offer candid reflections on the process of getting started with ID. In later chapters, the scenarios move beyond the application of ID to information literacy to discuss the incorporation of design into other areas, like planning faculty workshops and designing a library internship.

CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions.

Improving STEM education through the propagation of highly effective teaching strategies is a major goal of national reform movements. CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is a transformative teaching and learning strategy grounded in evidence-based science pedagogy. CREATE courses promote both cognitive (e.g., critical thinking) and affective (e.g., attitudinal and epistemological) student gains in diverse settings. In this study, we look more deeply into the faculty development workshop used to disseminate CREATE pedagogy to instructors at two-year and four-year institutions. We hypothesized that an immersive experience would positively shift faculty participants’ views on teaching/learning, build their understanding of CREATE pedagogy and develop their confidence for course implementation. Internal and external assessments indicate that faculty participants did achieve gains within the timeframe of the CREATE workshop. We discuss the workshop training outcomes in the context of designing effective dissemination models for innovative practices.

Teaching the Core Concepts of Physiology: What, Why, and How

In a new book, Joel Michael and colleagues argue that we can teach physiology better by infusing our curricula with specific core concepts developed and refined in faculty workshops and surveys. Af...

Seeking Civility Among Faculty

Seeking Civility Among Faculty

Intervention to Promote Responsible Conduct of Research Mentoring.

Although much of the focus on responsible conduct in research has been defined by courses or online training, it is generally understood that this is less important than what happens in the research environment. On the assumption that providing faculty with tools and resources to address the ethical dimensions of the practice of research would be useful, a new workshop was convened ten times across seven academic institutions and at the annual meeting of a professional society. Workshops were attended by 91 faculty, 71 (78% response rate) of whom completed evaluations strongly supportive of the value of the workshop. Surveys of trainees identified by the faculty allowed for invitations to complete an online survey before and 6months after the workshops, respectively resulting in response rates of 43 and 51%. Faculty and trainees were highly supportive of the feasibility, relevance, and effectiveness of the implementation by the faculty of one or more of the five strategies featured in the workshop. However, surprisingly over 70% of the trainees reported use of one or more of those strategies prior to faculty participation in the workshops. In sum, the workshops for faculty were successful, and the proposed strategies were deemed of value, but it is likely that the faculty voluntarily choosing to participate in these workshops were perhaps not surprisingly faculty who are already engaging in some of these strategies. This model is likely a useful adjunct to encouraging a culture of ethics, but it is not by itself sufficient to do so.

Meeting Optimization Program: A "Workshop in a Box" to Create Meetings That Are Transformational Tools for Institutional Change.

Stemming from an initiative launched at the University of California, San Francisco, School of Medicine's retreat in 2014, a group of 15 senior faculty and administrators convened to explicitly discuss strategies for creating an institutional culture of leadership. The group agreed to focus on improving a foundational skill involved in almost all leadership activities: running effective meetings. Meetings are necessary to advance institutional vision and growth. Moreover, meetings also can be detrimental if not run effectively, leading to lost productivity and meeting fatigue. A working group developed and disseminated a workshop for learners, faculty, and administrators to create an institutional culture where meetings are interactive and transformational events. The resulting Meeting Optimization Program (MOP) is a 75- to 90-minute workshop that contains the key elements of effective meetings culled from existing literature and resources. MOP includes interactive discussion and a role-play to allow participants to practice effective meeting skills. The toolkit includes a facilitator guideline and a companion checklist of skills and resources. Working group members cofacilitated workshops for a variety of divisions across the campus. Participants rated the workshop highly for achieving its goal, for its overall effectiveness, and for the general format. Several participants became facilitators in a modified train-the-trainer model. Feedback highlighted the need for another iteration of the workshop focusing on facilitation. Creating change in complex systems inevitably involves meetings. Using MOP, institutions can empower their members with the tools to have effective meetings.

The Citizen Nurse: An Educational Innovation for Change

Nursing education needs to provide the necessary tools for students to develop leadership skills and to practice civic agency to create meaningful change in the shifting health care field. This article focuses on facilitating a student's role in becoming a citizen nurse through curricular modifications. Through an ongoing partnership, nursing faculty and community organizers implemented a year-long pilot project to discover the deeper insights into the role of a citizen nurse and to analyze the skills students need to be effective agents of change. Pilot lectures and workshops were held throughout the academic year, and curricular changes were implemented. Based on input from pilot class experiences, student reflections, and faculty workshop feedback, the decision to implement ongoing curricular changes was made by the department. The development of citizen nurses in nursing education will pave the way for praxis embedded in meaningful work with just solutions, enhancing the agency of all involved in promoting health and well-being. [J Nurs Educ. 2017;56(4):247-250.].

Magnitude of resource and reputational concern impact generosity and deception in children

IntroductionIn a bargaining process, there are factors impacting the outcome (i.e. gain versus loss). Of the important factors is the informational asymmetries between bargainers which could provide a more powerful position for whom has information that the other partner has not as well as magnitude of resource.ObjectivesThus, in a modified two-round, 4 trials (different magnitudes) bargaining paradigm, we investigated deception in children when there is no chance of deception revelation (first round) and when there is a chance of deception revelation (second round).MethodsOne hundred and forty one healthy schoolchildren (90 boys and 51 girls) between age of 7 and 12 participated in the current study. We designed a modified version of the bargaining paradigm based on the experimental design by members of the junior faculty workshop in the conflict management division at the 1995 academy of management meetings in Vancouver, BC. Variables included earning amount, deception frequency, real generosity and pretend generosity.ResultsUsing paired-samples T-test we showed that there were significant differences between two rounds in earning amount, deception frequency and real generosity. We administered separate one-way ANOVA with repeated measure on 4 different conditions (bank amounts. We found that, the main effect of condition was significant for real generosity (in both round), for pretend generosity (in first round) and for deception amount (in both round).ConclusionsWe found that revelation (reputation concerns) decreases deception and increases generosity. Moreover, lesser magnitudes increase generosity and decrease deception and vice versa.Disclosure of interestThe author has not supplied his/her declaration of competing interest.