Faculty Workshop Research Articles

Survey of Canadian Academic Librarians Outlines Integration of Traditional and Emerging Services

Survey of Canadian Academic Librarians Outlines Integration of Traditional and Emerging Services

The Brody School of Medicine at East Carolina University.

The Brody School of Medicine at East Carolina University.

Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable

In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on graduate student theses and dissertations. We discuss how we designed and delivered an instructional development workshop for faculty at our university to strengthen their approaches to supporting graduate student thesis and dissertation writers. In doing so, we aim to foster further dialogue about how writing centre professionals and educational developers can partner with faculty to enhance and develop their approaches to providing feedback on large-scale writing projects.

Opening up to OER: Creating Open Education Awareness on a large campus

ike many academic libraries, the University of Texas Libraries (UT) at UT-Austin is looking for ways to increase awareness of open educational resources (OER) on our campus. Our university does not have an OER mandate from our central campus administration, so the path towards greater awareness hasn’t been straightforward. We hope that sharing our nascent attempts to start this conversation on our campus, which have included starting a working group, offering faculty workshops, and fundraising for an OER librarian position, will help others begin to champion OER on their campuses.

A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory

We implemented NSF-funded computerized Experimental Psychology Laboratories at Touro College and incorporated process-oriented guided-inquiry learning (POGIL). We designed POGIL modules for the labs and conducted workshops for faculty on the implementation of the guided-inquiry approach, including learning teams. Data were collected from students who took experimental psychology with and without using POGIL, to assess the impact of the curriculum materials. Achievement was measured with (a) selected items from the Major Field Achievement Tests (MFAT) and (b) our own assessment instrument. Results indicated that students using the POGIL materials performed significantly better on both achievement tests than students not using them. This is the first demonstration that POGIL led to higher achievement than non-POGIL instruction for experimental psychology. These results are consistent with previous POGIL findings in the field of chemistry.

Design and impact of the national workshop for early career geoscience faculty

The National Association of Geoscience Teachers’ Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One’s Career has been offered annually since 1999. The five-day workshop with accompanying web resources employs a “whole faculty” approach to support geoscience faculty members during their transition into academic careers. More than 1,000 faculty members (53% female, 47% male) have attended the national workshop; 52% from doctoral-granting institutions, 15% master’s, 28% bachelor’s, and 5% associates. Evidence-based instructional practices are shared and modeled during workshop sessions. Situated learning theory grounds the workshop design and promotes the development of a community of practice. Examination of the 2016 National Geoscience Faculty Survey data using univariate analyses of covariance (ANCOVAs) showed that workshop alumni report spending more class time on student activities, questions, and discussion than faculty members who did not participate in the workshop, particularly on small group discussions or think-pair-share and in-class exercises (for introductory courses p < .05; for majors courses p < .001). Workshop alumni also were more likely than faculty who did not participate to report feeling part of a geoscience community that shares their goals, philosophy, and values for geoscience education (p < .01), more likely to report that interactions with this community help them to become better educators (p < .001), and more likely to attend talks on teaching methods or science education (p < .001). Although causality cannot be established without random assignment, these findings are consistent with the hypothesis that this discipline-based workshop with its holistic approach is effective at promoting evidence-based teaching strategies and a community of practice.

Oral assessments; Knowledge and perception of faculty in undergraduate dentistry program

Objective: Medical education globally constitute formative and summative assessments. Oral examination is an integral part of assessment used to assess various learning domains, conventional oral assessment has been criticized for its reliability and validity. So with the changing trends, emphasis is given on structured oral assessments (SOE). The aim of this study is to know the knowledge and perception of faculty on oral assessments. Methods: A cross sectional questionnaire was designed, and faculty members of dentistry program participated. Result and statistical analysis: A total of n=45 faculty members participated in survey. Descriptive data was presented in the form of frequency, percentage, mean and standard deviation. Independent sample t test was used to compare the response scores between the genders. Chi square test was used to test the association between the gender and study responses. Conclusion: Structured oral assessment was the most preferred type, but time and student willingness was the major barriers. All five domains of Bloom’s taxonomy along with knowledge and interpersonal skills can be successfully assessed by SOE. There is a need for periodic faculty workshops to help them implement the newer trends in teaching and learning.

Educational development partnerships and practices: Helping librarians move beyond the one-shot

Given the current, widespread concern about “fake news” and information disorder, those working in post-secondary contexts have recognized a pressing need to develop students’ digital literacy (DL). Based on our experience collaboratively designing and delivering a faculty workshop on “Teaching Students about Fake News,” we see library connections to educational development as one way to address this need. Because faculty members design, develop, and deliver the requisite curriculum—and are often called upon to address the challenges that their students face in navigating, evaluating, and applying online content—they are frequently a first point of contact for help. Research examining student interactions with online news, social media, and other digital content also demonstrates how faculty play a vital part in facilitating and supporting critical digital engagement. All of this underscores the importance of faculty roles in promoting digital and information literacies. A fruitful strategy for librarians to build better connections with faculty is through educational development strategies.

Faculty Workshop on How to Write Good Papers and How to Publish Them

How to Write Good Papers in Media and Communication Studies<BR>Properly Frame the Paper and Complement Your Weakness with Collaboration<BR>Being Grateful to the Reviewers and Don’t Take It Personally<BR>Understanding Publication of Scholarly Papers as a Rhetorical Process<BR>Writing an Academic Paper as Conversation<BR>References<BR

ERASE-ing Patient Mistreatment of Trainees: Faculty Workshop.

Mistreatment of physicians by patients is a long-standing phenomenon that has garnered increased attention recently. Medical students and residents also experience mistreatment, and many supervising physicians do not know how to recognize it or respond appropriately. Little guidance exists as to how faculty should best address these situations. We developed, taught, and evaluated a stepwise approach to help faculty physicians manage patient mistreatment of trainees (residents and students). Our approach is summarized by the acronym ERASE: (1) Expect that mistreatment will occur. (2) Recognize episodes of mistreatment. (3) Address the situation in real time. (4) Support the learner after the event. (5) Establish/encourage a positive culture. We designed an interactive, case-based educator development session to teach ERASE and surveyed participants before and after to evaluate the session. Sixty-nine participants attended one of four workshops between November 2017 and January 2018. Nearly 80% of attendees reported having received no prior training in managing mistreatment of trainees by patients. Participants noted significant changes in their confidence in recognizing and responding to episodes of mistreatment after the session compared with just prior to it. ERASE fills an important void in medical education by introducing a novel, easy-to-understand approach that faculty can employ to manage mistreatment of trainees. We have continued to disseminate this model to faculty and residents in various departments around our medical center and at national conferences. This resource will allow educators to disseminate the ERASE model at their home institutions.

ENHANCING ENGINEERING EDUCATION WITH INDIGENOUS CULTURES, PEDAGOGIES, KNOWLEDGES, AND PERSPECTIVES: A SERIES OF FACULTY WORKSHOPS

In the Faculty of Engineering at the University of Manitoba, we are committed to creating belonging for Indigenous and non-Indigenous students and faculty by fostering shared values and developing a shared approach to engineering education. In the spirit of this commitment, a team of four from the Faculty of Engineering has been funded to design a series of seven engineering specific faculty workshops to help build good relationships between Indigenous and non-Indigenous engineering students, faculty, and staff. Our goal is to enrich engineering education by learning how engineering is relevant to Indigenous Peoples from Indigenous perspectives, with the ultimate objective to integrate Indigenous values, knowledges, perspectives, and design principles into engineering teaching and learning in relevant, genuine, and good ways. This Engineering Education Practice Paper presents the design of the seven workshops, and briefly introduces the conceptual framework that guides the team’s approach.&#x0D;

Everyday Leadership: A Combined Resident and Faculty Workshop

Historically, physicians have always been viewed as leaders in the healthcare field. Whether they embrace this role, physicians often find themselves in a leadership role, from the clinical setting to an institutional setting. In most cases, this leadership role is taken on without prior training on even the most basic concepts required for effective leadership. We created a combined leadership workshop for both faculty members and residents in training. The topics included an introduction to leadership styles, emotional intelligence, and negotiation skills. The leadership workshop was conducted as an interactive training session for faculty and resident physicians and was embedded during routinely scheduled teaching time for residents. We present survey data from two annual workshops, demonstrating a clear improvement in participants' perceived understanding of leadership skills in the areas of leadership style, emotional intelligence, and negotiation skills. We have found that fairly simple measures may be taken to embed this training into the busy schedules of medical faculty and residents in training and that tapping into local expertise was an effective and efficient approach to this. We believe the results from our experience can help inform other programs about practical approaches to teaching leadership skills.

Constructing a Shared Mental Model for Feedback Conversations: Faculty Workshop Using Video Vignettes Developed by Residents.

Providing feedback is a fundamental principle in medical education; however, as educators, our community lacks the necessary skills to give meaningful, impactful feedback to those under our supervision. By improving our feedback-giving skills, we provide concrete ways for trainees to optimize their performance, ultimately leading to better patient care. In this faculty development workshop, faculty groups used six feedback video vignettes scripted, enacted, and produced by residents to arrive at a shared mental model of feedback. During workshop development, we used qualitative analysis for faculty narratives combined with the findings from a focused literature review to define dimensions of feedback. Twenty-three faculty (physical medicine and rehabilitation and neurology) participated in seven small-group workshops. Analysis of group discussion notes yielded 343 codes that were collapsed into 25 coding categories. After incorporating the results of a focused literature review, we identified 48 items grouped into 10 dimensions of feedback. Online session evaluation indicated that faculty members liked the workshop's format and thought they were better at providing feedback to residents as a result of the workshop. Small faculty groups were able to develop a shared mental model of dimensions of feedback that was also grounded in medical education literature. The theme of specificity of feedback was prominent and echoed recent medical education research findings. Defining performance expectations for feedback providers in the form of a practical and psychometrically sound rubric can enhance reliable scoring of feedback performance assessments and should be the next step in our work.

Implementation of Innovative “Integrated Learning Modules” in a Spiral Curriculum: Successes and Challenges

Study ObjectiveIntegration of basic and clinical sciences have become important for relevant learning. Issues regarding satisfaction and acceptance of the amount and extent of integration early in the curriculum has always been a subject of debate among curriculum developers. Also, organization and implementation is a major challenge for curriculum coordinators and facilitators. At SQU, one of the hallmarks of the spiral curriculum adopted in the MD degree plan are the integrated modules which emphasize integration of basic and clinical sciences through horizontal and vertical integration in the phase 2/M2 of the curriculum. Various teaching learning activities included in this module are case based presentations, clinical skills, and lectures on medical professionalism and ethics. The purpose of the study is to evaluate the integrated modules from the students and tutors' viewpoint and analyze the strengths and weakness of the integrated program.MethodsModule design included‐ Module planning, module development and module implementation. Case presentations were so designed to understand the pathophysiology of signs and symptoms, rationale for ordering investigations, interpretation of results and principles of management in a case based student directed learning environment along with anatomical skills pertaining to the case presentations. Students and facilitators were given a structured questionnaire which dealt with appropriateness of content and objectives, teaching learning methods, content coherence and evaluation methods.ResultsOver 70% of students felt the learning objectives and content were appropriate as it reinforced deep learning and relevance of learning. 96% of students felt the clinical skills lab enhanced their basic science reflections on clinical application of practice. 84% felt the assessments using team‐based assessments improved group learning and professional socialization. However, more than 70% students felt that most facilitators were discipline centered. The facilitators felt that there is need for commitment of faculty and departments for efficient conduction of sessions. However, facilitating the sessions of this module helped them to realize the deficiencies in the curriculum and the emphasis that needs to be laid in their core disciplines. It also promoted co‐operation between staff members from different disciplines and enhanced integration within disciplines.ConclusionIntegration between basic and clinical sciences stimulates profound and self ‐ directed learning among students. Faculty workshops on integrated teaching as part of professional development is likely to strengthen integrated teaching in the curriculum by reducing discipline bias and focusing on case centered learning. Also, forming integrated subcommittees will make the implementation of this module more robust.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Forum: Quilting as metaphor for theological education

AbstractHow is quilt‐making both metaphor and pedagogy for early‐career faculty of theology and religion who seek to cultivate critical and creative imagination for teaching, and to probe the challenges and promises of complex identities and vocations within 21st‐century landscapes of theological education? This forum presents essays (with explanatory introduction) by five members of the 2016–2017 Workshop for Early Career Theological School Faculty, who were impelled to story their experience of being “handed over to themselves” by an “arts and craft” project which forced them to think with their hands, speak with found objects, and re‐present themselves in the form of 12 × 12‐inch quilt squares. In self‐reflexive prose, these scholar‐teachers offer through this medium a glimpse of their unexpected moments of revelatory learning, as each was pulled into deeper contemplation of their personhood, experience, know‐how, and practical wisdom, each uncovering valuable hidden sources for more expansive theological query, and each re‐thinking the possibilities for theological education and its pedagogies.

Nursing Education, Cultural Differences, and Political Conflicts: Israeli First-Person Action Research.

The aim of this article was to focus on interventions that were part of an attempt to engage, in nursing education, with the challenges of working in a society afflicted with violent political tensions. This article is an initial reflective report on two interventions (with students and with the nursing faculty) that were part of ongoing action research at a nursing school in Israel. The methodology used for this article is first-person action research based on the author's reflective accounts. Three themes in relation to the intervention with students are (a) acknowledging different identities; (b) making conflict discussable; and (c) the dynamics of silencing and self-censorship. Four vignettes that were at the center of the faculty's workshop are presented, as are the main contributions and shortcomings of the workshop. The main key to success for both interventions was that they were designed to answer specific needs and concerns of the participants. There is a need for a wider effort to find ways to better address deep political, ethnic, social, religious, and racial conflicts as an integral part of nursing education. Interventions need to be tailor made for nursing and for the context. Preparing future nurses to care in a context of complex political realities is essential for effective caregiving in societies fraught with conflict. Sharing attempts to implement interventions with students and faculty is a prerequisite for a wider global effort of addressing conflict in nursing education.

From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions.

The faculty workshop model has long been used for disseminating innovative methods in STEM education. Despite significant investments by researchers and funding agencies, there is a dearth of evidence regarding downstream impacts of faculty development. CREATE is an evidence-based strategy for teaching science using primary literature. In this study, we examined whether workshop-trained faculty applied CREATE methods effectively and whether their students achieved either cognitive or affective gains. We followed 10 workshop alumni at different 4-year institutions throughout the United States. External observations of the teaching indicated a high fidelity of CREATE implementation. The students made significant gains in cognitive (e.g., designing experiments) and affective (e.g., self-efficacy in science process skills) domains. Some student outcomes correlated with particular characteristics (e.g., class size) but not with others (e.g., teaching experience). These findings provide evidence for the robustness of the CREATE dissemination model and provide perspective on factors that may influence pedagogical reform efforts.

"Dear Heart": Homage to Henry Rosemont, Jr., 1934–2017

"Dear Heart":Homage to Henry Rosemont, Jr., 1934–2017 Roberta E. Adams (bio) What can be said about me is simply that I continue my studies without respite and instruct others without growing weary. Analects 7.34 We can read the list of Henry Rosemont's accomplishments—the books and papers he wrote, edited, and translated, and his classes and workshops, conference papers, and seminars. The 2008 collection of essays in his honor, Polishing the Chinese Mirror, edited by Marthe Chandler and Ronnie Littlejohn,1 provides almost two dozen testimonies to the influence and reach of his work. In her introduction, Marthe Chandler emphasizes as well Henry's political activism, quoting the ideal he expressed in 1991, in A Chinese Mirror, of a dream "that can be shared by all peoples, holding their humanity in common."2 Henry worked toward that dream. He was a scholar, teacher, philosopher, and activist. His publications will long outlive him, but he truly lives in the people he touched, the communities he created, his quests for social justice and social change, and the ideas he espoused in conversation with others—these define him. In his preface to Against Individualism (2015), Henry expressed his purpose to advance "the views of the early Confucians on what it is to be a role-bearing person," which he considered "a genuinely viable alternative answer to the question of what it is to be a human being."3 Henry lived as a role-bearer; many of us found in him a role model, an exemplary person (junzi). We learned from him the value of appropriate behavior, of authoritative conduct, of ritual embodied in performance. Confucius said that he would never get to meet a sage (sheng ren) (Analects 7.26); those of us who had the good fortune to know Henry were luckier. I met Henry Rosemont, along with Roger Ames, when I was a participant during the summer of 1996 in their NEH (National Endowment for the Humanities) Institute at St. Mary's College, "Teaching the Chinese Classics in Translation." Henry and Roger were completing the text that appeared the next year as The Analects of Confucius: A Philosophical Translation.4 Among the many joys of that workshop was that, as Henry and Roger tried [End Page 1] Click for larger view View full resolution Henry Rosemont, Jr., 1934–2017. Photo by Stan Shoptaugh. [End Page 2] out their translations with each other, they included us and took our responses seriously: they created of us a community of scholars, and modeled the roles of teacher, scholar, disputant, and friend. At the end of this experience, we were invited to become members of the Asian Studies Development Program (ASDP) of the East-West Center at the University of Hawai'i. Launched in 1991 by Roger Ames, Betty Buck, and Peter Hershock, ASDP is one of the many families that Henry helped to foster. The importance of this enterprise is that it enables academics from a variety of disciplines across the humanities and social sciences, and even the sciences—many without prior formal training in philosophy or Asian Studies—to introduce the study of Asia into the curricula of small colleges, universities, and community colleges throughout the United States. Henry Rosemont was the consummate teacher of philosophy who had the opportunity through his various teaching appointments to train students in their work over the course of several years. He worked collaboratively with other scholars on significant publications. But he also led a number of NEH and ASDP faculty workshops that brought his ideas to an expanded group of teachers eager to bring a global focus to their campuses and to give students an understanding of Eastern traditions and alternate ways of viewing the world. Faculty who participated in these programs then invited Henry back to their campuses for further professional development. The publication of A Reader's Companion to the Confucian Analects5 in 2013 increased the demand for Henry to conduct master classes, to teach teachers how to teach Confucius. This eulogy presents a few of the voices of friends from some recent tributes to Henry Rosemont. In September 2017 many of Henry's colleagues, students, and neighbors gathered...

NAFLD and Liver Transplantation in Children-Working Group Report From the ILTS Single Topic Conference on NAFLD.

Nonalcoholic fatty liver disease (NAFLD) has now become a common cause of chronic liver disease in children; however, unlike adults liver transplantation is rarely required as treatment. It is important that in children presenting with NAFLD, secondary causes of fatty liver particularly inherited metabolic defects should be excluded. A pediatric working group comprised of 3 hepatologists and a liver transplant surgeon was tasked with a set of questions to address the current state of evidence and knowledge about NAFLD in children with particular focus on liver transplantation. A systematic review of the English literature regarding pediatric NAFLD (from birth to 18 years of age) published in the last 2 decades (2000-2018) was carried out. The evidence was evaluated by the subgroup members and further discussed with the wider workshop faculty leading to the recommendations for best practice. Given the paucity of literature on the subject good quality of evidence was only available on risk factors for NAFLD and medical treatment where the group could make recommendation with high/moderate strength. The evidence on natural history and indications for liver transplantation was poor hence group could not make any recommendations. Based on the existing literature and subgroups, collective experience NAFLD unlike in adults is a very rare indication for liver transplantation in children. No definitive recommendations could be made about the natural history, indications, and outcome of liver transplantation for NAFLD in children.

Students Entrepreneurial Program at Faculty Economics Universitas Negeri Manado (UNIMA)

Student entrepreneurship program at the Universitas Negeri Manado one of them, namely in the context of forging workshop is beneficial for students to develop specialized knowledge and technical skills. The purpose of this study was to determine the role of student entrepreneurship program to the success of the workshop in the field of found the idea and generate it. The research method used was a qualitative study which is located in the Faculty of Economics UNIMA. Data collection was through interviews with key informants consisting of UNIMA Faculty of economics, The results showed that the success of the Student Entrepreneurial Program Faculty Workshop UNIMA seen this workshop graduates have been successful in helping students become new entrepreneurs as seen from some students or graduates who have attended workshops known to have small-scale entrepreneurship. Students (graduate/ undergraduate) who have completed the workshop greatly from the student entrepreneurship program and the holding of student entrepreneurship training through workshops Faculty Economics UNIMA. With the holding of this workshop is to make graduates equipped to entrepreneurship because with the provision of these skills allow them to open a business or business-related fields of knowledge gained from the training in the workshop The conclusion of the research workshop training is one method that is helping students to acquire skills that can be used to entrepreneurship. Suggestion that students need continuous training in order to increase expertise in the field of well logging techniques, electronics,machinery, and other technical expertise. Keywords: Entrepreneurial Programs, Engineering Workshop, University Students