Relevant bibliographies by topics / Faculty Center

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Faculty Center'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Faculty Center"

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Rankin, Juliann. "Hie faculty electronic research center." College & Research Libraries News 55, no. 3 (March 1, 1994): 127–29. http://dx.doi.org/10.5860/crln.55.3.127.

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Griffin, Frank. "The Business of the Business Writing Center." Business Communication Quarterly 64, no. 3 (September 2001): 70–79. http://dx.doi.org/10.1177/108056990106400306.

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The question of how best to serve students in a business writing center leads to a consideration of the rhetorical relationship among students, writing center consult ants, teaching faculty, and employers in the students' professions. Most rhetorical models consider only the writing center as occupying the middle ground between students and teaching faculty. A revision of that model, one in which the writing center and teaching faculty share the middle ground, is more appropriate for a business writing center. Moreover, writing assignments best serve business student writers when students must situate themselves within the discourse community of a post-graduation employer. Instead of fostering an adversarial relationship, business writing centers function most effectively for students when the center complements the classroom faculty.
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Rosário, Frederico, Maria Inês Santos, Kathryn Angus, Leo Pas, Cristina Ribeiro, and Niamh Fitzgerald. "Errata a “Factors Influencing the Implementation of Screening and Brief Interventions for Alcohol Use in Primary Care Practices: A Systematic Review Protocol”." Acta Médica Portuguesa 31, no. 2 (February 28, 2018): 139. http://dx.doi.org/10.20344/amp.10375.

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The article “Factors Influencing the Implementation of Screening and Brief Interventions for Alcohol Use in Primary Care Practices: A Systematic Review Protocol”, published on our edition January 2018 [Acta Med Port 2018 Jan;31(1):45-50] exhibited an error on the authorship line.On page 45, where it currently reads:Frederico ROSÁRIO[AC,1,2], Maria Inês SANTOS[3], Kathryn ANGUS[4], Leo PAS[5], Niamh FITZGERALD[4]It should read:Frederico ROSÁRIO[AC,1,2], Maria Inês SANTOS[3], Kathryn ANGUS[4], Leo PAS[5], Cristina RIBEIRO[1,6], Niamh FITZGERALD[4]Also, on the affiliation informations on the footer in the same page 45, where it reads:1. Institute of Preventive Medicine and Public Health. Faculty of Medicine. Lisbon University. Lisbon. Portugal.2. Tomaz Ribeiro Primary Health Care Center. Dão Lafões Primary Health Care Centers Grouping. Viseu. Portugal.3. Department of Pediatrics. Tondela-Viseu Hospital Center. Viseu. Portugal.4. Institute for Social Marketing (ISM). UK Centre for Tobacco & Alcohol Studies. Faculty of Health Sciences & Sport. University of Stirling. Stirling. United Kingdom.5. Academic Centre for General Practice. KU Leuven. Leuven. Belgium.It should read:1. Institute of Preventive Medicine and Public Health. Faculty of Medicine. Lisbon University. Lisbon. Portugal.2. Tomaz Ribeiro Primary Health Care Center. Dão Lafões Primary Health Care Centers Grouping. Viseu. Portugal.3. Department of Pediatrics. Tondela-Viseu Hospital Center. Viseu. Portugal.4. Institute for Social Marketing (ISM). UK Centre for Tobacco & Alcohol Studies. Faculty of Health Sciences & Sport. University of Stirling. Stirling. United Kingdom.5. Academic Centre for General Practice. KU Leuven. Leuven. Belgium.6. Quality Department. Directorate-General of Health. Lisbon. Portugal.Link for the full published article.
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Rai, Sarita. "Making a Case for an Integrated Faculty-Designed and Faculty Operated Study Abroad Center." Journal of Comparative & International Higher Education 12, Spring (May 3, 2020): 5–14. http://dx.doi.org/10.32674/jcihe.v12ispring.1064.

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This essay argues that the most effective Study Abroad Centers have the active and committed participation of faculty from across their institutions. However, the structures of of these institutions do not always make this possible in all aspects of programming and implementation. This essay demonstrates that the most important characterizes of a thriving Study Abroad Center are high faculty involvement and shared governance.
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Meacham, Jack, and Jeannette Ludwig. "Faculty and Students at the Center: Faculty Development for General Education Courses." Journal of General Education 50, no. 4 (2001): 254–69. http://dx.doi.org/10.1353/jge.2001.0027.

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Joshi, Amit R. T., Amber W. Trickey, Kara Kallies, Benjamin Jarman, Jonathan Dort, and Richard Sidwell. "Characteristics of Independent Academic Medical Center Faculty." Journal of Surgical Education 73, no. 6 (November 2016): e48-e53. http://dx.doi.org/10.1016/j.jsurg.2016.05.006.

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Bond, G. Randall. "Emergency Medicine Faculty as Poison Center Directors." Academic Emergency Medicine 6, no. 8 (August 1999): 862–63. http://dx.doi.org/10.1111/j.1553-2712.1999.tb01224.x.

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Hasson, Catherine, Fran Cornelius, and Patricia Dunphy Suplee. "A Technology-Driven Nursing Faculty Resource Center." Nurse Educator 33, no. 1 (January 2008): 22–25. http://dx.doi.org/10.1097/01.nne.0000299490.15496.c0.

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Goodwin, Laura, Elizabeth Kozleski, Rodney Muth, Lynn K. Rhodes, and Kim Kennedy White. "Establishing a Center to Support Faculty Research." Innovative Higher Education 30, no. 4 (December 2005): 251–68. http://dx.doi.org/10.1007/s10755-005-8347-z.

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Kramer, Gary L., Norma R. Arrington, and Beverly Chynoweth. "The Academic Advising Center and Faculty Advising." NASPA Journal 23, no. 1 (July 1, 1985): 24–35. http://dx.doi.org/10.1080/00220973.1985.11071943.

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Dissertations / Theses on the topic "Faculty Center"

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Lyles, Chelsea Haines. "The Relationship Between Responsibility Center Management, Faculty Composition, and Faculty Salaries." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99056.

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In 2006–2007 ten public universities were utilizing responsibility center management (RCM), and that number increased to 24 in 2014–2015 (Jaquette, Kramer, and Curs, 2018), but little is known about the relationship between the implementation of RCM, faculty composition, and faculty compensation. Inequities in faculty composition and salaries exist based on gender and race/ethnicity. My study explored whether the implementation of RCM, an increasingly popular budget model in public higher education, was associated with further faculty salary and compositional inequities by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. This quantitative study examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities based on the 2015 Basic Carnegie Classification. I used difference-in-difference estimation to compare institutions that implemented RCM (treatment group) to institutions that did not (control group) to determine whether there were differences in salary and proportional trends for assistant professors by gender and by gender and race. In addition, I explored engineering in a specific set of analyses because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity at universities within the sample. Finally, the annual salaries of a subset of assistant professors of engineering within the sample of doctoral institutions in the treatment and control groups in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation between FY2012 – FY2017 had a significant effect on average institutional salary generally or by gender or race/ethnicity for assistant professors broadly or within engineering, specifically. Lacking a comprehensive dataset with institutional and individual predictors of faculty compensation and composition, and as RCM models vary among institutions, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes in faculty composition or compensation practices, I did not find evidence that RCM implementation had a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty composition or faculty compensation at public, doctoral universities.
Doctor of Philosophy
My study explored whether the implementation of responsibility center management, an increasingly popular budget model at public universities, was associated with differences in faculty salary and faculty numbers by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. I examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities. I compared institutions that implemented RCM to institutions that did not to determine whether there were differences in salary and proportions for assistant professors by gender and by gender and race/ethnicity. In addition, I explored engineering because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity. Finally, the annual salaries of assistant professors of engineering at two universities in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation had a significant effect on salary or proportions of assistant professors; however, as my study had lots of limitations, and as RCM models vary among universities, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes, I inferred that RCM implementation did not have a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty salary or proportions at public, doctoral universities.
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Mitchell, Neisha N. "Faculty Perceptions of the Teaching and Learning Center on Faculty Development: A Descriptive Study." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/12.

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This study was designed to obtain an increased understanding of faculty members’ perceptions of faculty-development activities offered by the Teaching and Learning Center (TLC) at one location of a multicampus, regionally accredited, private, nonprofit university. This study was necessary to help with administrative and academic decisions regarding faculty development. The first of the four research questions addressed participants’ perceptions of the TLC’s professional development through workshops to prepare and assist faculty with teaching. The second research question addressed participants’ perceptions of their mentoring experience to support faculty members during their initial teaching assignments. The third and fourth research questions addressed the influence of experience and demographic factors on participants’ overall perceptions of activities offered by the TLC. Survey methodology was utilized to obtain quantitative data. Because the researcher designed the instrument, the questionnaire utilized was validated by a formative and a summative committee and pilot tested. The instrument included questions that were formatted and ordered to address each of the research questions. The first sequence of questions addressed the first research question and offered an opportunity for comments on the overall TLC experience. The second sequence of questions addressed the second research question and allowed an opportunity for comments on mentoring. The third sequence of questions addressed the third and fourth research questions. Data were analyzed using descriptive and inferential statistics. The analysis revealed that respondents’ perceptions of the TLC were positive; it adequately prepared them for initial teaching assignments at the university. However, respondents’ comments indicated the need for a variety of topics they would like to have presented at workshops. Participants’ perceptions of mentoring experiences were mixed; however, there was a general indication that there were problems with mentoring experiences and relationships that needed to be addressed. Analysis also indicated that demographic and experience factors had very little impact on respondents’ perceptions of the TLC workshops and mentoring.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 3, 2011." University of Arizona Faculty Senate (Tucson, AZ), 2011. http://hdl.handle.net/10150/189569.

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Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.

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Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes. From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed. Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average. A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes.
Ph. D.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 26, 2015." University of Arizona Faculty Senate (Tucson, AZ), 2015. http://hdl.handle.net/10150/344282.

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Ransom, Whitney. "Faculty and Student Perceptions of the Effects of Mid-Course Evaluations on Learning and Teaching." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3169.pdf.

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Ferreira, Catarina Elena Ferreira. "Revisitar o Castelinho." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2015. http://hdl.handle.net/10400.5/10816.

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Boudreaux, Kyle. "The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538647/.

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This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development leaders at these institutions. The quantitative data was generated through an electronic survey aligned to the second iteration of the technology acceptance model while the qualitative data was generated through semi structured interviews with those that participated with the survey. Univariate analysis was performed on the survey data and the qualitative data was categorized using pattern coding. Limitations and future recommendations were also discussed.
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Barkenbush, Mark Joseph 1962. "A database system for managing the clinical activity of the faculty and residents of the Department of Anesthesiology at University Medical Center." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276636.

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A computerized data base system for managing clinical activity of faculty and residents has been developed and tested in The Department of Anesthesiology, University Medical Center, Tucson, AZ. Using d-Base III+ and an IBM PC AT the system provides the department residents with tabulated data on a monthly and year-to-date basis, which can be easily transposed onto annual clinical activity reports required by The American Board of Anesthesiology. The system maintains a clinical activity history for the faculty, which allows for equitable work scheduling. The system also tabulates anesthesia equipment usage and problems. The system has been in operation since October, 1987 with residents and faculty receiving clinical activity reports on a monthly basis. System operation requires 10 to 12 hours of secretarial time weekly.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.

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Books on the topic "Faculty Center"

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G, Cottell Philip, ed. Cooperative learning for higher education faculty. Phoenix, Ariz: Oryx Press, 1998.

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Stewart, John W. Mediating the center: Charles Hodge on American science, language, literature, and politics. Princeton, N.J: Princeton Theological Seminary, 1995.

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Stewart, John W. Mediating the center: Charles Hodge on American science, language, literature, and politics. Princeton, NJ: Princeton Theological Seminary, 1995.

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Yawn, David M. Moving out to meet the world: 25 years of internationalizing students, faculty and executives. Memphis, Tennessee, 38117: David Yawn, Corporate Chronicles, 1082 Kings Park, Memphis, Tennessee, 38117, USA, 2013.

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Anna, Neumann, Birnbaum Robert, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. Making sense of administrative leadership: The 'L' word in higher education. Washington, D.C: School of Education and Human Development, The University, 1989.

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Bensimon, Estela Mara. Making sense of administrative leadership: The "L" word in higher education. Washington, D.C: School of Education and Human Development, George Washington University, 1989.

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Conference on Women's Role in Philippine History (1989 University of the Philippines). Conference on Women's Role in Philippine History: Papers and proceedings, Faculty Center Conference Hall, University of the Philippines, Diliman, Quezon City, March 9-10, 1989. Diliman: University Center for Women's Studies, 1989.

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Layzell, Daniel T. Budgeting for higher education at the state level: Enigma, paradox, and ritual. Washington, DC: School of Education and Human Development, George Washington University, 1990.

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Changing practices in evaluating teaching: A practical guide to improved faculty performance and promotion/tenure decisions. Bolton, Mass: Anker Publishing, 1999.

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K, Wood Donald, ed. Lloyd M. Nyhus, MD, FACS: Surgeon, mentor, visionary for 20th century surgery. Chicago, Illinois: University of Illinois at Chicago, Department of Surgery, 2013.

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Book chapters on the topic "Faculty Center"

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Posner, Glenn D. "Faculty and Staff Development." In Comprehensive Healthcare Simulation: Program & Center Development, 89–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46812-5_13.

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Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. "Acculturation of New Faculty Members." In A Discipline-Based Teaching and Learning Center, 55–87. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-01652-8_3.

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Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. "Consultation for Individuals and Groups of Faculty." In A Discipline-Based Teaching and Learning Center, 89–113. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-01652-8_4.

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Tolleson-Rinehart, Sue. "Changing the Faces of Academic Medical Center Leadership: Gender and Ethnicity." In Management and Leadership Skills for Medical Faculty, 95–103. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27781-3_10.

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Houpt, Jeffrey L., Roderick W. Gilkey, and Susan H. Ehringhaus. "Budget Cuts and Managing Bad News and Incentivizing Faculty." In Learning to Lead in the Academic Medical Center, 159–60. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21260-9_23.

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Zhu, Xudong, and Jian Li. "Overview of Faculty Development Center at Chinese Context: An Example of BNU." In Perspectives on Rethinking and Reforming Education, 43–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7767-9_5.

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Normore, Anthony H. "Not Making the Grade: How Increased Reliance on Adjunct Faculty Diminishes Excellence, Academic Freedom, and the Search for New Knowledge." In Marginality in the Urban Center, 247–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96466-9_11.

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Mathieu, Robert D. "Preparing the Future STEM Faculty: The Center for the Integration of Research, Teaching, and Learning." In ACS Symposium Series, 185–96. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1145.ch013.

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Patel, Veeshal H., Michael R. Harrison, Elizabeth A. Gress, Shuvo Roy, Prashant Chopra, Stacy S. Kim, and Hanmin Lee. "Creating a Multidisciplinary Surgical Innovations Group at an Academic Medical Center to Stimulate Surgery Faculty Technology Development." In Success in Academic Surgery, 185–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18613-5_13.

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Coston, Tiera S., and Florastina Payton-Stewart. "Maximizing Mentoring: Enhancing the Impact of Mentoring Programs and Initiatives through the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana." In Growing Diverse STEM Communities: Methodology, Impact, and Evidence, 215–27. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1328.ch014.

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Conference papers on the topic "Faculty Center"

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Sutriningsih, Ani, Chatarina Umbul Wahyuni, and Setya Haksama. "Community Health Center Resilience in Disaster Management: A Narrative Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.12.

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ABSTRACT Background: Indonesia’s disaster management context uses a system called Pentahelix, which is defined as a more optimal framework for activities and jobs. The community health center is the front line that plays a significant role in the preparedness and management of disaster victims. The aim of this study is to review the resilience of disaster management in community health center. Subjects and Methods: This was a narrative review. Sources of data in this study come from articles obtained through PubMed, Science Direct, and Scopus databases. The keywords used were “disaster” OR “emergency” AND “resilience” AND “hospital” OR “healthcare” OR “health care”. The inclusion criteria consisted of: (1) articles published in English; (2) research or review articles; (3) publication from 2014-2019. Results: Based on the available articles, it was found that the resilience of public health centers was generally identified in 5 aspects, namely physical toughness, social resilience, institutional toughness, infrastructure resilience, and vulnerability. Conclusion: Community health center resilience is needed to ensure that community health center will be resilient, safe and will continue to operate in the event of an emergency or disaster. Keywords: resilience, community health center, disaster Correspondence: Ani Sutriningsih. Faculty of Health Sciences, Universitas Tribhuwana Tunggadewi Malang/ Doctoral Program, Faculty of Public Health, Universitas Airlangga, Surabaya. Email: ani.sutriningsih-2018@unair.ac.id DOI: https://doi.org/10.26911/the7thicph.04.12
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Aninditio, Muhammad Levy, Amien Rahardjo, and Chairul Hudaya. "Lighting replacement analysis at classrooms of engineering center, faculty of engineering, universitas Indonesia." In 2017 15th International Conference on Quality in Research (QiR): International Symposium on Electrical and Computer Engineering. IEEE, 2017. http://dx.doi.org/10.1109/qir.2017.8168498.

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S. McCully, Mary. "Promise and Reality of Practiced Distributed Education (DE) Faculty Perspective." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2531.

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Student centered. Demonstrable outcomes. Center of gravity shifting from learned to learner. Learn by doing. Collaboration. Critical thinking. Student responsible for learning. Deeper learning. Ongoing feedback. Outcome assessment. Priority on how, not where, a student learns. Life-long learning opportunities. Global access 24/7/365. Effectiveness. Efficiency. Revolution. These are but a few of the touted promises of distributed education (DE) that are supported by new and evolving web based information technologies (IT). Education periodicals bombard their readers with heralds of the IT community’s pledge to revolutionize education out of the industrial age of Taylorized mass production of passive students and into the knowledge age of life long active learners. Notable educators predict DE will profoundly affect the traditional classroom, forcing it to follow the DE classroom in becoming more of a student centered active learning environment. (Carnevale, April, 2001; Newman & Scurry, 2001; Toward a model of distributed learning, 1999) Is there any truth to this hype?
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Lunsford, Tami L. "MATE Center Summer Institutes: Providing Faculty with the Skills and Experiences to Improve their Curriculum." In Offshore Technology Conference. Offshore Technology Conference, 2004. http://dx.doi.org/10.4043/17001-ms.

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"The Function of "Center for Teaching &Faculty Development" in the Construction of "Double First-rate"." In 2017 International Conference on Frontiers in Educational Technologies and Management Sciences. Francis Academic Press, 2017. http://dx.doi.org/10.25236/fetms.2017.058.

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Ucar, Birsen, Pelin Kosger, and Hikmet Kiztanir. "GP23 Percutaneous closure of patent ductus arteriosus: single center experience." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.90.

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Hronza, Radek, and Michal Speta. "Business Process Center of Excellence at the Faculty of Electrical Engineering at the Czech Technical University in Prague." In 2013 IEEE 15th Conference on Business Informatics (CBI). IEEE, 2013. http://dx.doi.org/10.1109/cbi.2013.56.

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Fazal, Z., A. Tenga, R. Hatcher-Gallop, and J. B. Strother. "Supporting faculty research through asynchronous online collaboration at Florida Institute of Technology’s Center for Communication Excellence." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610202.

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Mensch, Scott, and Azad Ali. "Using Digital Video Game in Service Learning Projects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3388.

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This paper details the experience of a particular department in integrating digital video games into a service learning project. The department of Technology Support and Training program (TST) within the Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) has taken the initiative to integrate service learning projects into their courses. Various initiating proposals have taken place in regards to ideas for the selection of the service learning projects and the methods of their implementation. Among these initiatives is a project taken by faculty members to donate a digital video game to a senior citizen center within the community. The paper first provides a theoretical feedback on service learning projects in general and the steps that led these faculty members to select this idea for a service project. More details is given regarding the planning and implementation for this project including the procedures followed to collect funds for the video game and the selection of the senior citizen center.
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Gaudette, Glenn R., Frank Hoy, and Kristen L. Billiar. "WPI iCREATE: Innovation and Translation in Senior Level Biomedical Engineering Course." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14681.

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Traditional engineering programs provide an excellent foundation in technical knowledge and skills. However, to be effective problem solvers, today’s engineering students need to develop an innovation mindset. With this goal in mind, a group of faculty from WPI Engineering Departments and from the Business School formed WPI iCREATE: iCREATE: Innovation Center for REsearch And Technology Entrepreneurship. This new center is focused on bringing innovation and entrepreneurship to both undergraduate and graduate courses, partially through the development of teaching modules.
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Reports on the topic "Faculty Center"

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Moore, Gary. Summer Research Program - 1997 Summer Faculty Research Program Volume 6 Arnold Engineering Development Center United States Air Force Academy Air Logistics Centers. Fort Belvoir, VA: Defense Technical Information Center, December 1997. http://dx.doi.org/10.21236/ada387515.

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Hopkins, Jr, and Robert C. The Center for Advanced Systems and Engineering (CASE). Visiting Faculty Research Program 06 March 2007 to 05 March 2009. Fort Belvoir, VA: Defense Technical Information Center, September 2009. http://dx.doi.org/10.21236/ada506304.

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Goerger, Simon R., Timothy E. Trainor, and Patrick Finnegan. Annual Faculty Research Report of the Department of Systems Engineering and the Operations Research Center for the Academic Year 2006. Fort Belvoir, VA: Defense Technical Information Center, October 2006. http://dx.doi.org/10.21236/ada455050.

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Goerger, Simon R., Timothy E. Trainor, and Patrick Finnegan. Annual Faculty Research Report of the Department of Systems Engineering and the Operations Research Center for the Academic Year 2007. Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada475825.

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Moore, Gary, Mary Crittenden, John Duncan, Charles Kibert, Tze-San Lee, Edgar Munday, Amit Patra, Gary Riccio, Benjamin Stephens, and John Uhlarik. United States Air Force Summer Research Program - 1991. Summer Faculty Research Program (SFRP) Reports. Volume 2. Armstrong Laboratory, Wilford Hall Medical Center. Fort Belvoir, VA: Defense Technical Information Center, December 1991. http://dx.doi.org/10.21236/ada248764.

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Moore, Gary. United States Air Force Summer Research Program 1991. Summer Faculty Research Program (SFRP) Reports. Volume 4. Rome Laboratory, Arnold Engineering Development Center, F. J. Seiler Research Laboratory. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248766.

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Halloran, Margaret E. Evaluation of Web-based Course Management Software from Faculty and Student User-Centered Perspectives. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada513146.

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Doak, Mary l. U.S. Army Chemical Research, Development and Engineering Center's Participation in the Summer Faculty Programs. Fort Belvoir, VA: Defense Technical Information Center, July 1992. http://dx.doi.org/10.21236/ada273043.

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Amzeri, Achmad, Kaswan Badami, and Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, May 2019. http://dx.doi.org/10.21107/amzeri.2019.1.

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Hybridization of Back cross is one method to get varieties that are resistant to downy mildew. The purpose of this study was to obtain information on inheritance characteristics of downy mildew resistance. This research was conducted at the experiment center of Agro-Technology Study Program of Agriculture Faculty, University of Trunojoyo Madura. Research of Assessment of resistance to Downy Mildew used a randomized block design with 18 treatments (P1, P2, F1, F2, BC1P1 and BC1P2 in three sets of crosses, namely LGL x Mdr-3, T12 x Mdr-1 and E02 x Mdr-2) and three replications so there were 54 experimental units. Identification of polymorphic RAPD markers for endurance to downy mildew through Bulk Segregant Analysis (BSA) was done by amplifying the DNA in the resistant pool and susceptible pool. The random primers used were 120 primers from 6 operon groups, namely OPA, OPB, OPC, OPD, OPF and OPG. The results showed that the inheritance pattern of maize genetic resistance to downy mildew followed a segregation pattern of 3:1 with a degree of dominance between -1 and 0, and was controlled by incomplete partially negative dominant gene. OPC-07 was a marker that was linkage close to the resistance to downy mildew with a genetic distance of 1.9 cM.
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The Initiative Project on the Guideline of the Understanding Framework on the Veterinary Profession in ASEAN (GUFVA 2014). O.I.E (World Organisation for Animal Health), June 2014. http://dx.doi.org/10.20506/standz.2791.

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To facilitate an initial discussion regarding the ASEAN Mutual Recognition Agreement (MRA) for the Veterinary Profession, Faculty of Veterinary Science and the ASEAN Studies Center, Chulalongkorn University, Veterinary Council of Thailand and Department of Livestock Development, Ministry of Agriculture and Cooperative, Royal Thai Government, in collaboration with World Organisation for Animal Health (OIE) Sub-Regional Representation for South-East Asia, and the Federation of Asian Veterinary Associations (FAVA), organised the GUFVA 2014 in Bangkok, Thailand on 25-27 June 2014. The meeting was attended by the ASEAN Secretariat, representatives from the Veterinary Educational Establishments (VEEs) and Veterinary Statutory Bodies (VSBs) of the ASEAN Member States, as well as the organising institutions and organizations (OIE SRR SEA, FAVA, SEAVSA, and Veterinary Associations). The meeting was supported by the Innovative Thai-ASEAN Academic Co-operation at Chulalongkorn University: ITAAC@CU).
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