Journal articles: '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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Chiwaya, Matthias. "Chancellor College Law Library in Malawi." International Journal of Legal Information 32, no. 2 (2004): 375–78. http://dx.doi.org/10.1017/s0731126500004194.

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The Center, now known as the Mcnight Legal Resource Centre, was established at the University of Malawi and designed to provide information support for the efficient and effective performance of the law faculty and staff, students and researchers and institutions and organizations associated with the University, including related government departments and research centers.

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Temkin, Sarah Madhu, Lisa Rubinsak, Michelle F. Benoit, Uma Chandavarkar, Linda Hong, Laurel K. Berry, Christine A. Heisler, BJ Rimel, and William P. McGuire. "Gynecologic oncology, gender and relevant leadership in academic medicine." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e19056-e19056. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e19056.

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e19056 Background: Within academic medicine, there has been increasing attention to diversity and inclusion. We sought to characterize gynecologic oncologist (GO) faculty inclusion, with attention to gender in relevant academic leadership roles. Methods: Using the American Association of Medical Colleges list of accredited schools of medicine academic institutions were identified. Observational data was obtained through institutional websites in 2019. Results: Of 154 accredited medical schools, 144 contain a department of obstetrics and gynecology (OBG) with a chair; 103 a GO division with a director; 98 a clinical cancer center with a director. GO divisions included an average of 3.1 faculty. 55% of GO faculty were women, compared to 66% of OBG faculty (p < 0.01). 38% of the GO division directors were women which was an under-representation (p < 0.01). GOs made up 10% of OBG faculty and 15.4% of OBG chairs (NS). Women GOs made up 7.9% of women OBG faculty and 8 (5.6%) women GOs were OBG chairs (NS). 9.9% of GO faculty (11.6% of women GO faculty) report to women GOs at the chair level. OBG departments with a GO chair were more likely to have a woman GO division director (68.4 vs 31.7%, p < 0.01), and GO fellowship (59.1 vs 32%, p < 0.01). The majority (59%) of cancer centers directors were medical oncologists (see Table). 2 (2%) of cancer center directors were GOs; 1 at an NCI designated cancer center. Neither GO directors were women. Incidence to leadership and mortality to leadership ratios were calculated compared to expected rates by SEER 2019. By these measures GOs were underrepresented in cancer center leadership (p < 0.01, p < 0.01). Conclusions: Despite representative leadership of GO and women GO within in OBG leadership, most GOs report to non-oncologists at the department chair level. Potential benefits of GO leadership within OBG departments were identified. The practice of gynecologic oncology includes complex medical and surgical cancer care making these physicians uniquely qualified for cancer center, but representation of GOs in cancer center leadership is low and women GO were absent from cancer center director positions. Without inclusion of GO in cancer center leadership, existing inequities in clinical care, research and funding for gynecologic malignancies may be amplified. [Table: see text]

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Guillet, Ronnie, Robert G. Holloway, Robert A. Gross, Katie Libby, and Janine R. Shapiro. "Junior faculty core curriculum to enhance faculty development." Journal of Clinical and Translational Science 1, no. 2 (February 27, 2017): 77–82. http://dx.doi.org/10.1017/cts.2016.29.

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IntroductionSenior Instructors and Assistant Professors in their first academic appointment may not have all the tools for an efficient start to their careers. Although many institutions provide access to mentoring programs and seminars on faculty development, the timing and format of the offerings often conflict with ongoing responsibilities of the faculty, particularly clinical faculty.MethodsWe established a collaboration between the Clinical and Translational Science Institute (CTSI) and the University of Rochester Medical Center Office for Faculty Development with the goal of developing a week-long Junior Faculty Core Curriculum that would better suit faculty schedules. We convened focus groups and with their help, identified themes for inclusion in the course. Speakers were identified from among local senior faculty. University leadership was enlisted in promoting the course. Individual speakers and course content were evaluated daily, at the end of the week-long course, and 6 months later. Planning for subsequent years incorporated the feedback. Yearly evaluations and subsequent course modification continued.ResultsJunior faculty from nearly every department in the Medical Center were represented. There was high learner satisfaction and participation however several limitations were identified and addressed in subsequent years. The focus on principles and available resources, not specific skills or content was appropriate. Daily interactions among participants from a wide variety of departments fostered networking among faculty who may not otherwise have met and discussed common interestsConclusionsThe ultimate value of such an early, intensive faculty development program will depend on whether it equips junior faculty to organize, develop, and achieve their academic goals better than alternative formats. This will require further study.

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Ready, Tinker. "Baylor faculty upset over science and religion center." Nature Medicine 6, no. 6 (June 2000): 613. http://dx.doi.org/10.1038/76163.

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Blumberg, Phyllis. "3: Documenting the Educational Innovations of Faculty: A Win-Win Situation for Faculty and the Faculty Development Center." To Improve the Academy 22, no. 1 (June 2004): 41–51. http://dx.doi.org/10.1002/j.2334-4822.2004.tb00401.x.

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Roush, Robert E., Kathleen Becan-McBride, and J. David Holcomb. "The Scholarly Productivity of Medical Technology Faculty Compared With Other Academic Health Center Faculty." Laboratory Medicine 20, no. 2 (February 1, 1989): 116–22. http://dx.doi.org/10.1093/labmed/20.2.116.

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Fitriah, Nurlaeli. "OPTIMALISASI PEMANFAATAN PERPUSTAKAAN FAKULTAS ILMU TARBIYAH DAN KEGURUAN (FITK) UIN MAULANA MALIK IBRAHIM MALANG SEBAGAI REFERENSI TEORI DAN KEPUSTAKAAN DALAM KEGIATAN PENELITIAN DAN PENULISAN KARYA ILMIAH MAHASISWA." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 3, no. 1 (December 30, 2016): 21. http://dx.doi.org/10.18860/jpips.v3i1.6851.

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Optimizing the use of the library of FITK UIN Maulana Malik Ibrahim Malang as a reference of theory in research and academic writing of students. Research Report. Malang: Tarbiyah Faculty of UIN Maulana Malik Ibrahim Malang, 2016. This research aimed to determine the extent of FITK UIN Maulana Malik Ibrahim Malang students in utilization of library in faculty and optimal uses of the library as a resource of references to explore the theory and literature references to support the research and writing of scientific papers. This survey studies using a quantitative approach of research. The research survey was conducted to determine how far the use of the library by students. Then the results of the survey are used to describe the optimization of the use of the library by student in Tarbiyah Faculty UIN Maulana Malik Ibrahim Malang for finding sources and theoretical reference for research and writing of scientific papers. The results of the study are as follows : 1 ) utilization of the library faculty by students in learning center function by 77.8 % , amounting to 46.4 % for studying center fuction , research center at 40.8 % , information resources center amounted to54.7 % , preservation of knowledge center at 56.3 % and the dissemination of information centers at 28.6 % ; 2 ) optimizing the use of the library by students indicated by the percentage of the library functions that are considered dominant. they are learning center, information resources center and the preservation of knowledge center. It also indicated by students' understanding of the existence of the library of faculty which amounted to 94.30 % and by the library activity of the students, on the beginning as a student which amounted to48.2 % and then on the continued to the present as a student at 64.2 %. Keywords: Optimalize of Library, The Use of Library

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Myers, Gordon M. "Responsibility Center Budgeting as a Mechanism to Deal with Academic Moral Hazard." Canadian Journal of Higher Education 49, no. 3 (January 9, 2020): 13–23. http://dx.doi.org/10.7202/1066632ar.

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Universities face inherent informational asymmetries. These make university budgeting prone to various challenges including moral hazard. The last forty years has seen some large research- intensive universities move from centralized incremental budgeting to decentralized Responsibility Center Budgeting (RCB). It is assumed that a faculty chooses a level of costly effort in generating revenue for the university. The level of faculty effort is not observable by the central administration. When there is no revenue uncertainty or when the faculty is not risk averse, pure RCB is best from the perspective of the administration. The intuition is that pure RCB fully aligns financial responsibility with academic authority, that is, it makes the faculty the residual claimant. Once the faculty is risk averse, partial RCB is optimal. Partial RCB provides a balance between providing the right incentives to the faculty and the university reducing the revenue risk faced by the faculty.

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Myers, Gordon M. "Responsibility Center Budgeting as a Mechanism to Deal with Academic Moral Hazard." Canadian Journal of Higher Education 49, no. 3 (December 10, 2019): 13–23. http://dx.doi.org/10.47678/cjhe.v49i3.188491.

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Universities face inherent informational asymmetries. These make university budgeting prone to various challenges including moral hazard. The last forty years has seen some large research- intensive universities move from centralized incremental budgeting to decentralized Responsibility Center Budgeting (RCB). It is assumed that a faculty chooses a level of costly effort in generating revenue for the university. The level of faculty effort is not observable by the central administration. When there is no revenue uncertainty or when the faculty is not risk averse, pure RCB is best from the perspective of the administration. The intuition is that pure RCB fully aligns financial responsibility with academic authority, that is, it makes the faculty the residual claimant. Once the faculty is risk averse, partial RCB is optimal. Partial RCB provides a balance between providing the right incentives to the faculty and the university reducing the revenue risk faced by the faculty.

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Fikry, Amily, and Hamizah Hassan. "Characteristics of Autism Center in Malaysia." Environment-Behaviour Proceedings Journal 1, no. 4 (August 7, 2016): 75. http://dx.doi.org/10.21834/e-bpj.v1i4.173.

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Autism Spectrum Disorder (ASD) is a group of mental developmental disabilities; with one out of 625 Malaysian children has autism. Noting that, the existence of center that provides varieties of treatments is crucial to reduce numerous aberrant behaviors of children with Autism. This paper aims to explore the characteristics of autism centers in Malaysia. Based on phone interviews conducted with the staff of 22 Autism centers, it was found that majority of Autism centers in Malaysia requires children to undergo a diagnostic test, offered a combination of classes and charged classes fees in the range of RM356 to RM 600 per month.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Autism; Malaysia; center; characteristic

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El-Azzuzi, Jusnus. "THE INFLUENCE OF GRADUATES OF EDUCATIONAL CENTERS IN THE ISLAMIC WORLD ON THE DEVELOPMENT OF RELIGIOUS EDUCATION IN BOSNIA AND HERZEGOVINA." Zbornik radova Islamskog pedagoškog fakulteta u Bihaću 12, no. 12 (December 28, 2020): 169–95. http://dx.doi.org/10.52535/27441695.2020.12.169-195.

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Educational centers in the Islamic world from Islamic universities, ancient schools and research centers have contributed to the formation and graduation of many professors, researchers and scientists from around the world, including graduates from the Balkan region, especially from Bosnia and Herzegovina, who have accumulated scientific and practical experience and expertise during their postgraduate studies in these centers, which was quite sufficient for their participation as soon as they returned to their country, each to their own position and responsibilities, in establishing and developing a scientific and educational model that takes into account their specificities and largely in line with the changes their country is going through throughout its bitter history, and in several respects. Regarding the establishment of educational and religious institutions and centers, they have the honor of having many Islamic academies in the country and abroad, including the Faculty of Islamic Sciences in Sarajevo, Islamic Pedagogical Faculty in Zenica, Islamic Pedagogical Faculty in Bihac, and many others. educational, research, religious, educational, pedagogical, and social centers, of which the Nawabada Center in Prosatsu in Akhsar, the Center for Advanced Studies, the Wasatia Center for Dialogue, the Nahla Center for Women, the Et-Tarika-sh-Shaziliya Center in Sarajevo are many and others, who have contributed to the establishment and development of religious, educational, scientific and social aspects in Bosnia and Herzegovina, and in laying the scientific and cultural foundations for understanding modern Islam in the region. At the teaching level, these graduates work on the development of many educational and pedagogical practices, based on the tasks they perform as professors at the faculty, are creative in selecting appropriate academic content, and in developing methods and techniques for teaching Islamic sciences and Arabic language and its methods. choosing the appropriate educational resources and choosing the best methods and techniques of testing knowledge, realizing the weight of their responsibilities and the nobility of their mission. As a result of this effort and all contributions, they have clearly contributed to the Islamic scientific awakening that the Balkans have known since the second half of the 20th century, and they have also enriched Islamic libraries in Bosnia and Herzegovina and abroad with their scientific products in various fields.

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Luburić, Radoica. "Book Review - ECONOMIC POLICY - REGIONAL ASPECTS." ЗБОРНИК РАДОВА ЕКОНОМСКОГ ФАКУЛТЕТА У ИСТОЧНОМ САРАЈЕВУ 1, no. 13 (May 3, 2017): 83. http://dx.doi.org/10.7251/zrefis1613083l.

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Title: ECONOMIC POLICY - REGIONAL ASPECTSAuthors: Bojan Dimitrijević, Nikola Fabris, Ljubiša Vladušić, Milivoje Radović and Maja JandrićPublisher: Publishing Center of Faculty of Economics Belgrade and Publishing Center of Faculty of Economics PaleYear: 2016Number of Page: 596

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Bhavsar, Victoria Mundy, and Steven J. Skinner. "10: Marketing Plans for Faculty Development: Student and Faculty Development Center Collaboration for Mutual Benefit." To Improve the Academy 26, no. 1 (June 2008): 145–57. http://dx.doi.org/10.1002/j.2334-4822.2008.tb00506.x.

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Bonilha, Heather, Madison Hyer, Edward Krug, Mary Mauldin, Barbara Edlund, Bonnie Martin-Harris, Perry Halushka, et al. "An institution-wide faculty mentoring program at an academic health center with 6-year prospective outcome data." Journal of Clinical and Translational Science 3, no. 6 (October 7, 2019): 308–15. http://dx.doi.org/10.1017/cts.2019.412.

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AbstractBackground:There is discontent and turnover among faculty at US academic health centers because of the challenges in balancing clinical, research, teaching, and work–life responsibilities in the current healthcare environment. One potential strategy to improve faculty satisfaction and limit turnover is through faculty mentoring programs.Methods:A Mentor Leadership Council was formed to design and implement an institution-wide faculty mentoring program across all colleges at an academic health center. The authors conducted an experimental study of the impact of the mentoring program using pre-intervention (2011) and 6-year (2017) post-intervention faculty surveys that measured the long-term effectiveness of the program.Results:The percent of faculty who responded to the surveys was 45.9% (656/1428) in 2011 and 40.2% (706/1756) in 2017. For faculty below the rank of full professor, percent of faculty with a mentor (45.3% vs. 67.1%, P < 0.001), familiarity with promotion criteria (81.7% vs. 90.0%, P = 0.001), and satisfaction with department’s support of career (75.6% vs. 84.7%, P = 0.002) improved. The percent of full professors serving as mentors also increased from 50.3% in 2011 to 68.0% in 2017 (P = 0.002). However, the percent of non-retiring faculty considering leaving the institution over the next 2 years increased from 18.8% in 2011 to 24.3% in 2017 (P = 0.02).Conclusions:Implementation of an institution-wide faculty mentoring program significantly improved metrics of career development and faculty satisfaction but was not associated with a reduction in the percent of faculty considering leaving the institution. This suggests the need for additional efforts to identify and limit factors driving faculty turnover.

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Satiani, Bhagwan, David Way, Heather Brod, E. Christopher Ellison, and Thomas E. Williams. "Attrition of Surgical Faculty in an Academic Medical Center." Open Journal of Leadership 06, no. 03 (2017): 112–25. http://dx.doi.org/10.4236/ojl.2017.63008.

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Ellingson, Kari T., Edith O. Kochenour, and Lauren M. Weitzman. "University counseling center consultation: Developing a faculty outreach program." Consulting Psychology Journal: Practice and Research 51, no. 1 (1999): 31–36. http://dx.doi.org/10.1037/1061-4087.51.1.31.

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Mussnug, Kenneth J., and Aaron W. Hughey. "The University Center for Training and Development." Industry and Higher Education 11, no. 6 (December 1997): 334–40. http://dx.doi.org/10.1177/095042229701100602.

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Training which is available through higher education, when carefully planned and systematically implemented, can help companies remain competitive in today's highly volatile global marketplace. In order to meet the training needs of companies more effectively within their service area, many US colleges and universities have established Centers for Training and Development. The Center typically draws upon the expertise of faculty to provide business and industry with intensive training programmes in a variety of areas relevant to their operations. Training provided by the Center includes both short-term, customized instruction on a specific topic as well as long-term, comprehensive programmes which cover a variety of areas related to the manufacturing process. While the Center offers tremendous benefits for both business and academe, it can also precipitate significant challenges. This article discusses the advantages and disadvantages associated with establishing a Center for Training and Development. Included are various public relations concerns, key faculty/trainer considerations including selection procedures and issues related to time and money, and the cultural differences that exist between the corporate sector and higher education. Recommendations are presented for maximizing the effectiveness of the Center for both the institution and the companies it serves.

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Brandão, Carolina Felipe Soares, Marco Antonio De Carvalho-Filho, and Dario Cecilio-Fernandes. "Centros de simulação e projeto pedagógico: dois lados da mesma moeda." Scientia Medica 28, no. 1 (January 26, 2018): 28709. http://dx.doi.org/10.15448/1980-6108.2018.1.28709.

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AIMS: This article discusses the main issues related to the use and structuring of a simulation center, namely, logistics, use of resources and alignment between the pedagogical project and simulated activities.METHODS: A narrative literature review, with search in Web of Science, PubMed, SciELO and Google Scholar databases, included articles published up to June 2017.RESULTS: Medical simulation has been implemented in the health courses for training and assessment. Because of this implantation, many simulation centers have been created, involving a high cost for the construction as well as the maintenance. Many of the simulation centers have a low acceptance from teachers and students, letting them underused, especially when the methodology is not correctly implemented. The simulation centers will become important when they are aligned with the pedagogical planning. Planning a simulation center is a time-consuming task, which requires visiting another simulation center to avoid major adjustments afterwards. It is important to identify the target group and the usage of the simulation center on the pedagogical planning to define the number of users and the type of structure. Also, it is necessary to identify the type of simulators the simulation center will use. Faculty development and multiple disciplinary teams are required. The lack of faculty development is one of the reasons of the underuse of the simulation center. Besides faculty development, other ways of optimize the simulation center is research and partnership between medical school and hospital. Medical school will have funding opportunities and interaction with society. The hospital will qualify their employees and increase the safety of their patients. While conducting the budget, there is a need to consider all those points, since only the physical space and the simulators are not sufficient for a good simulation center.CONCLUSIONS: The integration between education, research and assistance, and the alignment with the pedagogical project are of utmost importance for the use of simulation in healthcare, and essential for the development of new training and knowledge.

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Cira, M., R. Abudu, D. Pyle, S. Akhavan, and K. Duncan. "A Snapshot of Global Oncology Programming at US Cancer Centers: Results of the 2018 US NCI/ASCO NCI-Designated Cancer Center Global Oncology Survey." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 220s. http://dx.doi.org/10.1200/jgo.18.89200.

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Background: The US National Cancer Institute (NCI) Center for Global Health (CGH) serves as a clearinghouse of information on global oncology activities within the NCI and across the 70 NCI-designated Cancer Centers. Global oncology, as defined by the American Society of Clinical Oncology (ASCO), “addresses disparities and differences in cancer prevention, care, research, education and the disease's social and human impact around the world”. While CGH routinely reports on NCI-funded global oncology projects conducted at the cancer centers, there is limited reporting of non-NCI funded global oncology activities of the cancer centers. To address this gap, CGH has surveyed the cancer centers about their global oncology programs and projects informally in 2012 and 2014. The 2018 survey, in partnership with ASCO, represents the first systematically conducted survey, with new questions about cancer center global oncology programs, faculty, and trainees. Aim: The aim of the 2018 survey is to develop a summary report of cancer center global oncology programs for use by cancer centers as a knowledge sharing and collaborative tool; by the NCI to inform program development; and, by ASCO to better understand the current state of global oncology training at US institutions. Methods: CGH developed a 2-part online survey with questions about global oncology projects led by cancer centers, and the level of support for global oncology training and faculty engagement at cancer centers. CGH piloted the survey to 7 of the 70 cancer centers (10%) from January to March 2018. Revisions based on the pilot were made, and CGH fielded the survey to the rest of the 63 cancer centers (90%) from March to July 2018. CGH supplemented the survey data with an Internet search of cancer centers' Web sites. The submitted data will be compiled, analyzed, and organized into a summary report for distribution to NCI, ASCO, and the cancer centers. Results: Data from the 7 pilot institutions show that while all 7 institutions (100%) have a global oncology program, there is great variance in the percentage of global oncology faculty who receive external or administrative research grant support for their work. Three institutions (43%) report that 50% or fewer global oncology faculty receive external research grant support, and 6 institutions (86%) report that 50% or fewer global oncology faculty receive cancer center administrative fund support for their work. Additional results and analysis will be available and presented as part of this presentation. Conclusion: In addition to serving as a knowledge sharing and collaboration tool for cancer centers, the global oncology survey allows NCI, ASCO, and global oncology partners to understand the current landscape of and sources of support for global oncology training, research, and programming at the cancer centers. This information will inform future discussions on how to strengthen global oncology programming and partnerships.

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Allen, B. A., P. D. Clayton, and J. J. Cimino. "Medical Informatics Training at Columbia University and the Columbia-Presbyterian Medical Center." Yearbook of Medical Informatics 04, no. 01 (August 1995): 125–29. http://dx.doi.org/10.1055/s-0038-1638029.

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Abstract:The Department of Medical Informatics at Columbia University College of Physicians and Surgeons consists of a faculty of 17 full-and part-time faculty. The Department faculty collaborate with the Department of Computer Science and several clinical departments of the medical center. We offer courses in medical informatics, formal degrees (M.A., M.Phil. and Ph.D.) and a postdoctoral training program. In addition to academic offerings, the close affiliation with the Columbia-Presbyterian Medical Center and the primary responsibilities for clinical information systems offers trainees unique opportunities to work with and develop real-world applications. Faculty research programs include work on the Integrated Advanced Information Management System (IAIMS), Unified Medical Language System (UMLS), High-Perfor-mance Computing and Communications (HPCC), Electronic Medical Records, automated decision support and technology transfer through the Center for Advanced Technology.

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Mulla, Zuber D., Valerie Osland-Paton, Marco A. Rodriguez, Eduardo Vazquez, and Sanja Kupesic Plavsic. "Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic." Journal of Perinatal Medicine 48, no. 5 (June 25, 2020): 446–49. http://dx.doi.org/10.1515/jpm-2020-0197.

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AbstractThe novel coronavirus disease 2019 (COVID-19) has caused a rapid and massive transition to online education. We describe the response of our Office of Faculty Development at Texas Tech University Health Sciences Center El Paso (TTUHSC EP) to this unprecedented challenge during and after this post-pandemic crisis. The initiatives for emergency transition to eLearning and faculty development described in this paper may serve as a model for other academic health centers, schools, colleges and universities.

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Wolniak, Radosław, Michalene Eva Grebski, and Bożena Skotnicka-Zasadzień. "Comparative Analysis of the Level of Satisfaction with the Services Received at the Business Incubators (Hazleton, PA, USA and Gliwice, Poland)." Sustainability 11, no. 10 (May 21, 2019): 2889. http://dx.doi.org/10.3390/su11102889.

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This paper consists of a detailed comprehensive analysis of the client company satisfaction of services received at business incubator centers in the United States (USA) and Poland. This paper also includes how clients rated the importance of different services, which were provided to them at two business incubator centers; clients were generally satisfied with the services they received from the business incubators. Some services were not offered at both incubators to the same extent, which created discrepancy in the assessment results. The clients at the CAN-BE business incubator center already received extensive help from volunteers as well as Penn State faculty and students. However, the highest priority is still assigned to further increase those services. The client companies at the TECHNOPARK business incubator center received very limited help from volunteers, faculty, and students, as they assigned a low priority to those resources. The reason for that may be a lack of exposure and lack of understanding of the extremely valuable services provided by an incubation center. The aim of this article is to compare, analyze, and evaluate the operation of the GLIWICE TECHNOPARK and Hazleton, PA, USA incubation centers from a client satisfaction point of view.

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Boylan, Richard F., and Clarke Sanford. "When Students and Media Center Work Together." Journal of Educational Technology Systems 18, no. 1 (September 1989): 49–52. http://dx.doi.org/10.2190/uc6p-q8gx-crcn-fnkp.

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Media centers have a continual need for self-instruction programs which assist patrons in the operation and use of a variety of equipment. Students involved in media production classes need projects that simulate “real life” situations as closely as possible. Having a client with specific needs — a client who can be demanding with regard to project evaluation, and who can also pay students who produce usable programs — is an ideal way to simulate that “real life” environment. California State University at Bakersfield merged these two needs. Beginning multimedia students' first assignment was to develop programs for instructing their classmates on how to use audiovisual equipment. The media center director agreed to buy projects that met his standards and fit the center's needs. This cooperative venture between communication classes and the media center served several instructional goals, and afforded many mutual benefits. Students learned valuable lessons in project design, audience analysis, media production, and marketing. The media center provided the faculty instructional support, a motivating context for students to work, and assistance in evaluation. And, by developing self-instruction programs, the students and faculty provided an expanded resource that directly benefited the Media Center's customers.

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Vigoa Machin, Lilian, Maikel Aparicio Reytor, and Linnet Ivet Bello Leyva. "Propuesta de proceso de vigilancia tecnológica para el Observatorio de Tecnología Educativa en el Centro de Tecnologías para la Formación." Edutec. Revista Electrónica de Tecnología Educativa, no. 35 (March 20, 2011): a157. http://dx.doi.org/10.21556/edutec.2011.35.413.

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El presente artículo consiste en la descripción de un proceso de Vigilancia Tecnológica que permita el desarrollo de la innovación científica y pedagógica, así como conocer los adelantos científicos y tecnológicos emergentes en torno a la Tecnología Educativa, además de ayudar a la toma de decisiones de carácter estratégico en el Centro Tecnologías para la Formación perteneciente a la Facultad 8, de la Universidad de las Ciencias Informáticas. Proposal process technology watch Centre for Educational Technology Center Training Technologies Abstract This article is the description of a Technology Watch process that allows the development of scientific and educational innovation so we can understand the emerging scientific and technological advances about Educational Technology, in addition to helping decision-making in nature Strategic Technologies Center for Education within the Faculty 8 of the University of Information Sciences.

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Carr, Stephen H. "Up Close: Northwestern University Materials Research Center." MRS Bulletin 11, no. 5 (October 1986): 36. http://dx.doi.org/10.1557/s088376940005449x.

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The Materials Research Center at Northwestern University is an interdisciplinary center that supports theoretical and applied research on experimental advanced materials. Conceived during the post-Sputnik era, it is now in its 26th year.The Center, housed in the university's Technological Institute, was one of the first three centers funded at selected universities by the federal government in 1960. The federal government, through the National Science Foundation, now supplies $2.4 million annually toward the Center's budget, and Northwestern University supplements this amount. Approximately one third of the money is used for a central pool of essential equipment, and the other two thirds is granted to professors for direct support of their research. Large amounts of time on supercomputers are also awarded to the Materials Research Center from the National Science Foundation and other sources.The Center's role enables it to provide partial support for Northwestern University faculty working at the frontiers of materials research and to purchase expensive, sophisticated equipment. All members of the Center are Northwestern University investigators in the departments of materials science and engineering, chemical engineering, electrical engineering, chemistry, or physics. The Materials Research Center is a major agent in fostering cross-departmental research efforts, thereby assuring that materials research at Northwestern University includes carefully chosen groups of faculty in physics, chemistry, and various engineering departments.

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Xu, Hong. "Faculty use of a learning object repository in higher education." VINE Journal of Information and Knowledge Management Systems 46, no. 4 (November 14, 2016): 469–78. http://dx.doi.org/10.1108/vjikms-05-2016-0024.

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Purpose The purpose of this study was to learn faculty’s usage behavior in learning object repositories (LORs). Design/methodology/approach This paper is a case study. Research subjects were the faculty users from an LOR: Wisconsin Online Resource Center. The study used a survey instrument to collect data from 92 respondents, and data were analyzed by descriptive statistics and a Fisher exact test. Findings The study found four important channels by which the faculty learn about a LOR, six ways in which the faculty often use a LOR and an important factor affecting the faculty visiting a LOR. Research limitations/implications Research subjects were from one LOR and non-probability sampling was used; thus, the generalization of findings may be limited. Practical implications This study implemented advancing of the service and design of LORs from the perspectives of promotion, content development, connection to learning management systems and technology assistant. Social implications The findings and results may be applied in practice to draw more faculty users toward learning object repository. Originality/value The results and findings of the study contribute to understanding the faculty’s needs for and usage patterns of using LORs, and provide foundations for designing strategies to increase faculty use of LORs.

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Klatt, Maryanna D., Rani Bawa, Olivia Gabram, Amanda Blake, Beth Steinberg, Alexis Westrick, and Scott Holliday. "Embracing Change: A Mindful Medical Center Meets COVID-19." Global Advances in Health and Medicine 9 (January 2020): 216495612097536. http://dx.doi.org/10.1177/2164956120975369.

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Background Healthcare professional (HCP) burnout transcends clinician job title and role, thus creating a need for interprofessional strategies to address burnout. The organizational framework of offering employer-sponsored mindfulness programming to HCPs sets the stage for an orchestrated, mindful response to COVID-19. Objective This single arm pre-post interventional research tested changes in measures of burnout, resilience, perceived stress and work engagement for interprofessional HCP faculty and students participating in Mindfulness in Motion (MIM), a novel eight-week multimodal evidenced–based onsite intervention. Methods A Graduate Medical Education (GME) pilot of MIM was expanded to target inter-professional resiliency within an academic health center. MIM is the core offering of the Gabbe Health and Wellness program for students, staff, faculty, and residents and is embedded across the entire medical center. Results The faculty/student role demographic categories (n = 267) included resident physicians, resident chaplains, attending physicians, medical center faculty, and hospital administrative/managerial clinical staff. These cohorts demonstrated significant 27% reduction in participants meeting burnout criteria. Total burnout was determined by scores on subscales of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) of the Maslach Burnout Inventory (MBI). There was a highly significant pre/post decrease in the in the emotional exhaustion (p < 0.00001) and depersonalization scores (p < 0.001), with highly significant increase in the personal accomplishment (p < 0.00001) scores. Resilience, as measured by the Connor Davidson Resiliency Scale (CDRS), significantly increased (p < 0.00001), alongside a significant increase (p < 0.00001) in the total Utrecht Work Engagement Score (UWES) and a significant decrease in scores on the Perceived Stress Scale (PSS) (p < 0.00001). Conclusion MIM significantly reduced burnout and perceived stress, for interprofessional (HCP) faculty and staff, while increasing resilience and work engagement in a large healthcare system. These results paved the way for an organizational response that utilized mindfulness to empower HCPs to navigate through the novel challenges presented by COVID-19.

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Grosz-Ngaté, Maria, Saskia Pallais, and Jonathan Walz. "Study Abroad in Tanzania." African Issues 28, no. 1-2 (2000): 119–23. http://dx.doi.org/10.1017/s1548450500007009.

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The University of Florida (UF) Center for African Studies and International Center jointly sponsor an academic-year program at the University of Dar es Salaam (UDSM) in Tanzania. Begun in 1989, the program offers students from across the United States the opportunity to pursue their studies in a range of fields alongside Tanzanian students. Students pay UDSM tuition and a program development fee. In accordance with the agreement between UDSM and UF, tuition is deposited in an account at the University of Florida to be used for UDSM faculty development: Each year several junior faculty members nominated by their departments spend three months at UF working in consultation with local faculty and using UF library and computer facilities. In my capacity as assistant director of the Center for African Studies, I have had the pleasure of working with both the visiting Tanzanian faculty and the U.S. students going to Tanzania.

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Carey, R. M., M. S. Wheby, and R. E. Reynolds. "Evaluating faculty clinical excellence in the academic health sciences center." Academic Medicine 68, no. 11 (November 1993): 813–7. http://dx.doi.org/10.1097/00001888-199311000-00001.

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Cobb, DS. "Patient-centered care in an academic health center: faculty perspective." Journal of Dental Education 60, no. 12 (December 1996): 955–60. http://dx.doi.org/10.1002/j.0022-0337.1996.60.12.tb03101.x.

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Gary, Jodie C., Kevin Gosselin, and Regina Bentley. "Health science center faculty attitudes towards interprofessional education and teamwork." Journal of Interprofessional Care 32, no. 2 (October 12, 2017): 231–34. http://dx.doi.org/10.1080/13561820.2017.1376626.

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Matyal, Robina, John D. Mitchell, Feroze Mahmood, Achikam Oren-Grinberg, Akiva Leibowitz, Yannis Amador, Vanessa Wong, et al. "Faculty-Focused Perioperative Ultrasound Training Program: A Single-Center Experience." Journal of Cardiothoracic and Vascular Anesthesia 33, no. 4 (April 2019): 1037–43. http://dx.doi.org/10.1053/j.jvca.2018.12.003.

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Schlesinger, Jon, Caroline O'Shea, and Jackie Blesso. "Undergraduate Student Career Development and Career Center Services: Faculty Perspectives." Career Development Quarterly 69, no. 2 (June 2021): 145–57. http://dx.doi.org/10.1002/cdq.12255.

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Kahn, Jessica A., Sandra J. F. Degen, Mona E. Mansour, Elizabeth Goodman, Meg H. Zeller, Tal Laor, Nancy E. Lanphear, and Thomas F. Boat. "Pediatric Faculty Members??? Attitudes about Part-Time Faculty Positions and Policies to Support Part-Time Faculty: A Study at One Medical Center." Academic Medicine 80, no. 10 (October 2005): 931–39. http://dx.doi.org/10.1097/00001888-200510000-00013.

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McHarg, Molly. "Building social capital with skills transfer in the writing center at American Design University in Qatar." Learning and Teaching in Higher Education: Gulf Perspectives 12, no. 1 (June 1, 2015): 96–106. http://dx.doi.org/10.18538/lthe.v12.n1.175.

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This study examines English faculty perceptions of the Writing Center at American Design University in Qatar (ADU-Q) through a social capital analysis. This was part of a larger study that took a sociocultural approach to English faculty perceptions of writing center work at ADU-Q. One of the emergent themes in that study was the lack of students’ language skill transfer from English courses to their disciplines. This finding has critical implications for the development of writing center and writing-across-the-disciplines work by uniting the fields of Composition, TESOL, and writing center research.

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Rhode, Jason, Stephanie Richter, Peter Gowen, and Murali Krishnamurthi. "Measuring digital professional development: analytics for the use of web and social media." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 19–31. http://dx.doi.org/10.1108/jarhe-02-2014-0023.

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Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

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Seville, R. "Wyoming Inbre Community College Network Retreat AMK Ranch (UW-NPS Research Center)." UW National Parks Service Research Station Annual Reports 35 (January 1, 2012): 176–78. http://dx.doi.org/10.13001/uwnpsrc.2012.3965.

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The Wyoming INBRE Community College network meets yearly to present research taking place throughout the state. The focus is on undergraduate research taking place at the community colleges throughout Wyoming. The students present on their individual projects and faculty present on their research and partnerships they have formed. This is also a time for students and faculty to collaborate on projects statewide.

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Alaverdov, Ashot R. "Faculty Publication Activity and Resources for Its Increase." Higher Education in Russia 28, no. 2 (March 8, 2019): 23–37. http://dx.doi.org/10.31992/0869-3617-2019-28-2-23-36.

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The article discusses the current situation in the Russian higher school system related to the publication activity of faculty, including publications in journals indexed in international citation databases Scopus and Web of Science. The author argues that the vast majority of scientific and pedagogical workers of Russian universities, especially those teaching social and economic disciplines, are unable to provide the necessary number of such publications required by the administration, due to both organizational and financial reasons. In order to ensure at least a relative balance between the interests of the faculty and their employer, it is proposed to create new structural entities in large public and private universities – centers for support of the publication activity of teachers. The author has developed a project of standard organizational structure of management for this Center, as well as an algorithm of its work and the main functions of its divisions.

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Sonig, Ashish, Hussain Shallwani, Bennett R. Levy, Hakeem J. Shakir, and Adnan H. Siddiqui. "Academic impact and rankings of neuroendovascular fellowship programs across the United States." Journal of Neurosurgery 127, no. 5 (November 2017): 1181–89. http://dx.doi.org/10.3171/2016.9.jns161857.

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OBJECTIVEPublication has become a major criterion of success in the competitive academic environment of neurosurgery. This is the first study that has used departmental h index–and e index–based matrices to assess the academic output of neuroendovascular, neurointerventional, and interventional radiology fellowship programs across the continental US.METHODSFellowship program listings were identified from academic and organization websites. Details for 37 programs were available. Bibliometric data for these programs were gathered from the Thomson Reuters Web of Science database. Citations for each publication from the fellowship's parent department were screened, and the h and e indices were calculated from non–open-surgical, central nervous system vascular publications. Variables including “high-productivity” centers, fellowship–comprehensive stroke center affiliation, fellowship accreditation status, neuroendovascular h index, e index (h index supplement), h10 index (publications during the last 10 years), and departmental faculty-based h indices were created and analyzed.RESULTSA positive correlation was seen between the neuroendovascular fellowship h index and corresponding h10 index (R = 0.885; p < 0.0001). The mean, median, and highest faculty-based h indices exhibited positive correlations with the neuroendovascular fellowship h index (R = 0.662, p < 0.0001; R = 0.617, p < 0.0001; and R = 0.649, p < 0.0001, respectively). There was no significant difference (p = 0.824) in the median values for the fellowship h index based on comprehensive stroke center affiliation (30 of 37 programs had such affiliations) or accreditation (18 of 37 programs had accreditation) (p = 0.223). Based on the quartile analysis of the fellowship h index, 10 of 37 departments had an neuroendovascular h index of ≥ 54 (“high-productivity” centers); these centers had significantly more faculty (p = 0.013) and a significantly higher mean faculty h index (p = 0.0001).CONCLUSIONSThe departmental h index and analysis of its publication topics can be used to calculate the h index of an associated subspecialty. The analysis was focused on the neuroendovascular specialty, and this methodology can be extended to other neurosurgical subspecialties. Individual faculty research interest is directly reflected in the research productivity of a department. High-productivity centers had significantly more faculty with significantly higher individual h indices. The current systems for neuroendovascular fellowship program accreditation do not have a meaningful impact on academic productivity.

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Editorial, E. "Erratum: The article „Morphometric analysis of collagen and inflammatory cells in periodontal disease” [Morfometrijska analiza kolagena i inflamatornih celija u periodontalnoj bolesti]. Vojnosanit pregl 2015; 72(3): 219-224. (DOI:10.2298/VSP130627076G)." Vojnosanitetski pregled 74, no. 4 (2017): 391. http://dx.doi.org/10.2298/vsp1704391e.

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The authors and their affiliations were listed as follows: Ranko Golijanin*?, Bojan Kujundzic?, Zoran Milosavljevic?, Dragan R. Milovanovic???, Zlatibor Andjelkovic?, Miroslav Obrenovic?, Radivoje Nikolic**?? *Department of Dentistry, ?Department of Histology and Embriology, ?Department of Pharmacology and Toxicology, **Department of Surgery, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia; ?Faculty of Dental Medicine, ?Faculty of Medicine, University of East Sarajevo, Foca, Republic of Srpska, Bosnia and Herzegovina; ??Clinical Center ?Kragujevac?, Kragujevac, Serbia Listed the authors and their affiliations should read as: Ranko Golijanin*?, Bojan Kujundzic?, Zoran Milosavljevic?, Dragan R. Milovanovic???, Zlatibor Andjelkovic?, Miroslav Obrenovic?, Radivoje Nikolic**?? *Department of Dentistry, ?Department of Histology and Embriology, ?Department of Pharmacology and Toxicology, **Department of Surgery, Faculty of Medical Sciences, University of Kragujevac, Kragujevac, Serbia; ?Department of Histology, Faculty of Medicine, University of Pristina, Kosovska Mitrovica, Serbia; ?Faculty of Dental Medicine, ?Faculty of Medicine, University of East Sarajevo, Foca, Republic of Srpska, Bosnia and Herzegovina; ??Clinical Center ?Kragujevac?, Kragujevac, Serbia Link to the corrected article <a href="http://dx.doi.org/10.2298/VSP130627076G">10.2298/VSP130627076G</a>

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Journal articles on the topic 'Faculty Center'

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