IU Indianapolis ScholarWorks :: Browsing by Subject "Professional Development"

Browsing by Subject "Professional Development"

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An Academic Writing Needs Assessment Of Clinical Investigators Who Have English As Their Second Language
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wang, Min-fen; Bakken, Lori L.
The purpose of this project was to assess ESL clinical investigators’ learning needs for academic writing for English scholarly publication. We used a qualitative evaluation approach to examine the gap between the current and desired proficiency level for academic writing of seven ESL clinical investigators. We considered the perspectives of these seven ESL clinical investigators and those of three mentors’ and three writing instructors’ in this assessment. The findings suggest that ESL clinical investigators do not accurately perceive their writing deficiencies, have little knowledge of criteria for academic writing, and their prior experiences create passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. We provide suggestions for program planners to develop academic writing services and present useful information for pedagogical practice by adult educators in higher and continuing professional education regarding ESL academic writing.
AN ACTION SCIENCE APPROACH TO CREATING AND SUSTAINING PROFESSIONAL LEARNING COMMUNITIES AS A VEHICLE FOR COMPREHENSIVE SOCIAL REFORM
(2005-11-21T18:22:55Z) Folkman, Daniel V
Public education in the United States is in crisis. Far too many children are failing to achieve minimal standards in reading, writing and mathematics. New federal legislation seeks to correct this situation by legislative fiat that is backed with severe sanctions for schools and districts that fail to improve. This situation offers a unique opportunity for adult educators to play a critical role in helping public schools meet this challenge. The strategy is to focus on the learning and professional development of the adults within the system—principals, teachers, staff, parents and community partners. This paper summarizes an action research/intervention project with several Milwaukee public schools that are attempting comprehensive school reform. The research strategy employs action science theory and tools of inquiry to document interpersonal dynamics at the individual, group and organizational level that either inhibit or promote the creation of a learning culture within the school. The intervention strategy is to organize and facilitate a series of participatory action research (PAR) initiatives aimed at implementing the components of the school’s reform initiative. The combined action research/intervention project explores whether action learning technologies like PAR coupled with action science inquiry can make a significant contribution to transforming schools into learning organizations that are capable of embracing all children.
Assessment Of Professional Development Activities, Instructional Needs, And Methods Of Delivery For Part-Time Technical And Occupational Faculty In U.S. Community Colleges
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Sandford, Brian; McCaslin, N.L.
This study describes the professional development activities and perceived instructional needs and best methods of delivering professional development opportunities for part-time occupational and technical program faculty within the community colleges in the U.S. Introduction to the policies and procedures of the college and/or department, introduction to other college faculty/staff, orientation to the course/classroom, and help in meeting administrative requirements were the professional development activities found to occur at least once a quarter or semester. The types of instructional help part-time faculty members were perceived to need most were: (a) identifying the learning characteristics of students, (b) alternating teaching methods to accommodate different learning styles, (c) participation in web-based instruction, and (d) participation in distance learning. It was discovered that professional development activities should be offered to part-time faculty at least once per semester or quarter using seminar discussions, group classroom activities, and computer assisted instruction or multi-media interaction as the preferred methods of delivery. An evening/night format and during the Fall were found to be the most suitable times to offer professional development opportunities and per diem and travel expenses should be provided to part-time faculty for participation in professional development activities.
Characteristics of two outstanding elementary teachers of mathematics: Implications for teacher education
(2021) Feikes, David; Walker, William S., III; Sorge, Brandon H.; Technology and Leadership Communication, School of Engineering
This study identifies characteristics of two “outstanding” elementary teachers of mathematics who were different in style and who taught in different settings. The intent is to determine what characteristics make these different teachers outstanding in hopes of helping preservice teachers improve their teaching of mathematics. Preliminary findings indicate that both teachers were (1) focused on children’s learning of mathematics; (2) focused on the mathematical solution methods used by students; (3) believed that all of their students could learn mathematics; (4) were enthusiastic and dedicated to the profession of teaching; and (5) cared deeply about their students and emphasized the necessity of building relationships with them.
Evaluating Instructors Sitting At The TABLE (Technology Access For Better Learning And Employment)
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Moore, Maria Hruby; Bingham-Catri, Deborah; McMasters, Rosemary
This paper focuses on the Technology Access for Better Learning and Employment Checklist developed by the authors. This evaluation tool was created and then used to measure eight instructors’ability to use technology in their teaching in four adult programs sponsored in part by the Ohio Cooperative Extension Service and a partner, Godman Guild, a settlement house located in a Columbus, Ohio neighborhood identified as located in an empowerment zone. Funding through the Federal Department of Education for a Community Technology Center was granted for this project which required an instructor pre and post evaluation component to be conducted by the Center on Education and Training for Employment. The data collected using this instrument was then used to design customized professional development plans and interventions to address technology usage as well as general instructional competencies for effective adult teaching for learning. The contribution of this paper is the TABLE Checklist and professional development system designed for this project.
Faculty salaries in health administration: trends and correlates 2015-2021
(2022-06) Balio, Casey P.; Taylor, Heather L.; Robertson, Ashley S.; Menachemi, Nir
In this study, we provide updated information on salaries of academic health administration (HA) faculty members based on data collected in 2015, 2018, and 2021 and examine characteristics associated with earnings. We present mean inflation-adjusted salaries by demographic characteristics, education, experience, productivity, and job activities. We find that salaries of assistant, associate, and full professors have kept up with inflation and there have not been significant changes in salary by any characteristics over time. As in previous iterations of similar survey data, there remain differences in salary by both gender and race. Higher salaries were associated with having a 12-month contract, being tenured or tenure-track, having an administrative position, and being in a department whose focus is not primarily teaching. Findings from our study will be of interest to individuals on the HA job market, hiring committees, and doctoral students preparing for a position after graduation.
“I Didn't Know What to Say”: Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach
(Association of American Medical Colleges, 2020-07-31) Sotto-Santiago, Sylk; Mac, Jacqueline; Duncan, Francesca; Smith, Joseph; Medicine, School of Medicine
Introduction Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams. Methods We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey. Results Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity. Discussion Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work.
Improvisational Theater as a Tool for Enhancing Cooperation in Academic Libraries
(Association of College and Research Libraries (ACRL), 2009-03) Stamatoplos, Anthony C., 1958-
This paper examines the concept of improvisation and its potential role in fostering collaboration and teamwork in academic libraries. It explains basic principles of theatrical improvisation and discusses their practical value in organizational culture. The discussion draws from the literature of organizational improvisation to identify skills applicable to academic libraries and make recommendations for developing improvisational cultures within libraries. The author presented this paper at the 14th National Conference of the Association of College and Research Libraries in Seattle, Washington.
The Indiana Librarian Leadership Academy: Perspectives of Four Academic Librarians
(Indiana Library Federation, 2015-11-28) Bishop, Chanitra; Kwong, Vinnci; Reel, Brad; Washington, Madelyn
The Indiana Library Leadership Academy (InLLA) was established in 2012 by the Professional Development Committee of the Indiana State Library (ISL). Modeled after the American Library Association (ALA) Emerging Leaders program, the InLLA brings together librarians accepted into the program from public, school, academic, and special libraries throughout Indiana. A new cohort of librarians is invited each year to a week-long workshop in July, where participants are divided into teams to work on a year-long capstone project and facilitate InLLA group meetings via webinar. This paper chronicles experiences of four academic librarians from the 2013 cohort of the InLLA. It will highlight four different capstone projects for which each of the academic librarians contributed, respectively, with their fellow group members. This paper will identify the greatest challenges each respective group faced during their year-long collaboration, as well as the learning experiences of each author’s participation in InLLA.
Knowledge Worker Productivity: Closing The Problem—Solution Gap
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Heeter, Mark
Peter Drucker (1999) states that “knowledge worker productivity is the biggest of the 21st century management challenges.” These traits that derail personal productivity have been identified in the responses of over 2,000 knowledge workers to the question, “What are the most significant things within your control or generated by you that get in the way of your productivity?” The top 10 survey response results are: 61% trying to do to much, 46% not saying no, 45% procrastinating, 44% doing it myself/not delegating, 37% perfectionism, 34% telephone/ rop by interruptions, 31% disorganization/clutter, 28% unrealistic time estimates, 19% poor planning, and 19% e-mail. I saw the opportunities as: (a) Are there a handful of high leverage personal work processing methods that people can use to counteract these productivity de-railers? (b) If implemented, how much efficiency improvement could be achieved?

Browsing by Subject "Professional Development"

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