Browsing by Subject "Faculty"

Now showing 1 - 10 of 10
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    Can Women Faculty Say No? The Gendered Expectation of Mentorship
    (2021-11) Hall, Deidre Yvonne; Ashburn-Nardo, Leslie; Pietri, Evava; Williams, Jane
    Women in academia tend to take on the caretaker role in their departments by fulfilling most of the less promotable service work like mentoring. The perceived fit between this service and the communal stereotype of women creates expectations that women should take on these roles, which can lead to backlash if women violate these expectations. This study investigates gendered expectations in academia by evaluating whether women faculty experience more backlash for declining a student’s mentorship request than their male counterparts. Participants read a profile of a faculty member (male or female) and an email exchange between that faculty member and a student requesting mentorship. The faculty member either declined or accepted the request and participants rated the faculty member on interpersonal measures. Results indicated that men and women faculty were both rated more negatively by students when they declined the request, suggesting that women can say no to mentoring without the burden of gendered backlash. Given that some predicted effects approached significance, it is important to understand other factors that may impact perceptions, including whether the reason for declining, field of study (i.e., STEM), and the gender of student may impact the extent of backlash. This work furthers our understanding of whether women faculty can say no to service and focus on more promotable tasks without hurting their reputations.
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    A Descriptive Study of Undergraduate Student and Faculty Perspectives of Engagement When Learning About Cultural Content
    (Office of the Vice Chancellor for Research, 2015-04-17) Lewis, Carly; Eldridge, Whitney; Riner, Mary Beth
    Purpose: The purpose of this study was to explore student perception of engagement and knowledge gained during two class sessions on cultural competence using interactive teaching strategies. Improving cultural knowledge among nursing students can be expected to lead to the provision of culturally competent care upon graduation. Methods: A qualitative, descriptive design was used. Data was collected at the IU School of Nursing during two class sessions from 49 students and the course faculty. Three strategies were used to collect data: the one-minute paper (OMP) to gather the students’ perspectives, field notes taken during the class sessions, and interviews with the faculty before and after the class sessions. Results: Data showed recurring themes for each of the 3 OMP questions. When asked “What three things did you learn about culture during class,” the themes that emerged included knowledge of specific cultural practices, intercultural communication strategies, subculture/cultural differences, and the importance of cultural competence. Themes from the second question “What stood out for you the most” were cultural specifics, broad concepts, and means of teaching. The themes of the third question, “When did you feel most engaged,” were scenario/skit, questions, while presenting, feedback, and interaction. We found that out of the all the interactive techniques used, the skit had the greatest positive feedback. Students who reported the skit as being the time of greatest engagement also reported the skit as the time they learned the greatest content on cultural and subcultural differences as well as importance of cultural competency. Conclusion: We found that a high impact teaching strategy enhanced student engagement and learning. We encourage both students and teachers to take full advantage of interactive learning strategies as a way to promote deep learning about cultural competence.
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    Evaluating Approaches to Faculty Development in the Use of Learning Technologies
    (2004) Chism, Nancy Van Note
    As campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.
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    Exploring faculty preparation for and use of debriefing with the debriefing for meaningful learning inventory
    (2016-07-19) Bradley, Cynthia Diane; Dreifuerst, Kristina Thomas; Ironside, Pamela M.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Jeffries, Pamela R.
    Debriefing is the most significant component of simulation, yet the impact of debriefer training for this critical time of learning has not been reported. Although training of debriefers in the use of a structured debriefing method has been recommended by nursing organizations and regulating bodies, a description of the impact of training on the understanding and application of debriefing within nursing programs is largely unknown. Debriefing for Meaningful Learning© (DML) is a structured, evidencebased debriefing method that promotes the development of clinical reasoning among prelicensure nursing students. DML has been adopted for use across the curriculum throughout nursing education. However, little is known regarding how debriefers are trained in this method and how that training impacts their understanding and application of the method. The DML Inventory (DMLI), was developed and tested for this research study, and used to assess and document 234 debriefers’ understanding of the central concepts of DML and subsequent application of DML behaviors during simulation debriefing with prelicensure baccalaureate nursing students. Statistically significant differences were found between those debriefers who had and had not been trained in DML. Statistically significant differences were also found in the understanding of the DML central concepts, and in the application of DML based on the types of training the debriefers received. viii The data indicate that DML trained debriefers consistently apply more DML behaviors than those who had not received training, and that multiple sources of training resulted in a more consistent application of DML debriefing behaviors. Furthermore, understanding the central concepts of DML resulted in debriefers consistently applying more debriefing behaviors consistent with the DML design. This study contributes to the growing body of knowledge of debriefing in nursing education and training in evidence-based debriefing methods, by providing a tested instrument that can be used to assess debriefers using DML. The findings also demonstrate the impact of the type of training on how structured debriefing methods are then implemented in teaching-learning environments, which can be used to improve future training.
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    A Game of Adaptability: Reflecting on the Highlights and Challenges of Applying for Surgical Residency During the COVID-19 Pandemic
    (Wolters Kluwer, 2021-11) Kubi, Boateng; Keiler, James; Anthony, Douglas II; Surgery, School of Medicine
    Virtual recruitment of candidates applying into General Surgery residency during the COVID-19 pandemic presented a number of benefits and challenges. Notable benefits for candidates included financial and resource cost savings, the ability to conduct multiple interviews within short time frame, and the ability to meet more faculty members on virtual interview day. Challenges included technological difficulties, difficulty assessing culture and authenticity of in-program relationships, zoom fatigue, and inability to form relationships with co-applicants. After assessing our experiences with these benefits and challenges, the authors recommend that future recruitment cycles maintain virtual interview days with optional, nonevaluative open house days for revisit and second look opportunities.
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    Making an Integrative Case for Diversity, Equity, and Inclusion in Promotion and Tenure
    (2021-08-12) Applegate, Rachel; Gibau, Gina Sanchez
    A description of how Indiana University Purdue University Indianapolis created a diversity, equity, and inclusion promotion and tenure case type for tenure-track faculty.
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    Nursing students' experiences and responses to faculty incivility: a grounded theory approach
    (2016-08-26) Holtz, Heidi Kathleen; Rawl, Susan; Draucker, Claire Burke; McNelis, Angela M.; Ironside, Pamela M.
    In nursing education, faculty incivility toward students is a serious issue that affects the quality of nursing programs and is a precursor to incivility in the nursing workforce. Recent studies demonstrate that more nursing faculty members than previously thought engage in uncivil behaviors toward students. Faculty incivility can be distressing to nursing students and negatively impact learning environments, student learning, and perhaps patient outcomes. Little is known, however, about how students perceive experiences of faculty incivility and how these experiences unfold. The purpose of this grounded theory study was to develop a theoretical framework that describes how incidents of faculty incivility toward traditional Bachelor of Science in Nursing (BSN) students unfold. Thirty traditional BSN students from the National Student Nurses Association who had experienced faculty incivility participated in a semi-structured interview. Analysis of the participants’ narratives was done in two phases. In Study Part 1, content analytic procedures were used to develop a typology that describes six types of faculty incivility that were labeled as follows: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. In Study Part 2, constant comparison analysis was conducted. Segments of data were coded, similar codes were grouped into categories, the dimensions of the categories were determined, and the categories were organized into the final framework. The framework depicts a three-stage process with a focus on strategies students use to manage faculty incivility. The strategies were labelled as followed: seeking help from other professors, commiserating with peers, going up “the chain of command,” keeping one’s “head down,” getting professional help, and giving oneself a “pep-talk.” The findings provide a foundation for the development of programs to reduce faculty incivility in BSN programs and to help students manage it when it occurs.
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    Re-casting the Annual Faculty Review
    (New Prairie Press, 2020) Urtel, Mark G.
    This session will highlight how one department chair flipped the annual faculty review from a top-down administrative process focused on merit pay to a faculty-centered process focused on professional development and advancement. Following will be discussion on the results of the anonymous survey distributed to faculty from this new process.
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    Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2016-04) Robinson, Georgeanna F. W. B.; Schwartz, Lisa S.; DiMeglio, Linda A.; Ahluwalia, Jasjit S.; Gabrilove, Janice L.; Department of Pediatrics, School of Medicine
    PURPOSE: To understand the factors that facilitate career success for career development awardees in clinical and translational science and reconceptualize understand ing of career success for this population. METHOD: In 2013-2014, the authors conducted semistructured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators' transition to independent funding. Interviews were recorded and transcribed, and the transcripts were analyzed thematically. RESULTS: Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included appropriate mentorship, protected research time, and institutional resources and support.Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgment of successes. CONCLUSIONS: Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator.
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    Using Tenure: Citizenship within the New Academic Workforce
    (SAGE, 1998-02-01) Plater, William M.
    This article has two tasks. First, the author expounds on the idea of citizenship and considers tenure not only as right and reward but also as a bond of shared responsibility. He points out the need to change the workforce and considers what the implications are for tenure. In the second half of the article, the author delineates the multiple tasks and roles that exist within the academy and considers what an audit of faculty work might entail.