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Dissertations / Theses on the topic 'Works by faculty'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Nehring, Wendy M., T. Wexler, F. Hughes, and A. Greenwell. "“Faculty Forward:” Faculty Development in High-Fidelity Simulation in Nursing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6722.

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2

Merriman, Carolyn S. "Faculty Council Meeting." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8448.

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3

Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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4

Epps, Susan Bramlett. "Communicating with Faculty." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2558.

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5

Hammer, Dana P., Leigh Ann Bynum, Jean Carter, et al. "Revisiting Faculty Citizenship." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.

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This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.

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6

Heiman, Diana L., and M. Wiederman. "Faculty Development ICL, Faculty Development: Facing Feedback - Failures, Fears and Fixes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8165.

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7

Hagemeier, Nicholas E., Matthew M. Murawski, and Nicholas G. Popovich. "The Influence of Faculty Mentors on Junior Pharmacy Faculty Members’ Career Decisions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1470.

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Objective. To assess junior faculty members’ perceptions regarding the impact of past faculty-mentoring relationships in their career decisions, including the decision to pursue postgraduate training and ultimately an academic career. Methods. A mixed-mode survey instrument was developed and an invitation to participate in the survey was sent to 2,634 pharmacy faculty members designated as assistant professors in the American Association of Colleges of Pharmacy (AACP) directory data. Results. Usable responses were received from 1,059 pharmacy faculty members. Approximately 59% of respondents

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8

Blackwelder, Reid B. "Faculty Mentor at 20." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6990.

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9

Heiman, Diana L., Thomas Bishop, I. Asif, and M. Wiederman. "Faculty Development Session: Burnout." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8164.

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10

Hall, Katherine C. "Scholarship for Nursing Faculty." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8291.

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11

Bidgood, Lee, and Banjo Romantika Band. "ETSU BLUE Faculty Show." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1069.

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12

Wallace, Rick L. "PDA Training of Faculty Physicians." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8683.

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The PDA is an important technology in clinical medicine. Although PDAs are widely utilized by medical students and residents, older teaching faculty have not readily adopted them. The medical library can position itself as a leader in training patrons to use these devices. The East Tennessee State University (ETSU) Quillen College of Medicine Library (QCOML) staff trained older, experienced teaching faculty to use PDAs loaded with ePocrates and InfoRetriever databases. The training was rated highly and several faculty members became PDA users. The library is now considered the place to go on c

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13

Epps, Susan Bramlett. "Professionalism & Communicating with Faculty." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2562.

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14

Harley-McClaskey, Deborah. "Faculty as Architects of Engagement." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4713.

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15

Walden, Rachel R., and Antonio Rusinol. "Faculty Recruitment for Diversity and Excellence." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8831.

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16

Dexter, W., and Diana L. Heiman. "Faculty Development: Scholarly Activity (session moderator)." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8166.

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17

Harirforoosh, Sam, John B. Bossaer, Stacy D. Brown, Brooks B. Pond, Victoria P. Ramsauer, and David S. Roane. "Plagiarism Among Applicants for Faculty Positions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2310.

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To the Editor. Recently, Dr. DiPiro published an article in the Journal1 that discussed several aspects pertinent to the process of faculty recruitment, emphasizing an individual's “fit” within the culture of the hiring institution. In the present article, we discuss another aspect of “fitness” that became evident to our search committee during the 2010-2011 academic year...

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18

McHenry, Kristen L. "New Faculty Mentoring in Respiratory Care." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5444.

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19

Sergiadis, Ashley D. R. "Inclination for Duplication: Faculty Works in Institutional Repositories." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4873.

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Faculty works (e.g. journal articles, conference proceedings) in institutional repositories (IRs) differ from other collections due to their inclination for duplication on other platforms: publisher websites, preprint servers, other IRs, etc. This characteristic can create interesting and different approaches to planning, populating, and promoting faculty works collections. Come to this roundtable discussion to talk about current and future practices related to faculty works in IRs. Share your current policies, procedures, and outreach methods. Brainstorm the ideal future for faculty works col

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20

Earl, Martha F., Leslie G. Adebonojo, and Janet S. Fisher. "Creating and Using a Faculty Interests Database." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6310.

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Academic librarians routinely assist faculty seeking information on diverse topics. Librarians may overlook potentially useful information, however, if they are unaware of faculty interests that are not mentioned in a specific request. At the East Tennessee State University (ETSU) Medical Library, a team of librarians developed a faculty interests database to improve reference services and collection development. This paper describes the creation and implementation of the database and the faculty response.

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21

Bidgood, Lee, and Adam Tanner. "Performance at the Swannanoa Gathering Faculty Concert." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1070.

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22

Musick, J., A. Forrester, L. Green, R. Jones, Kerry Proctor-Williams, and Katie Baker. "Faculty Attitudes & Perceptions Toward Interprofessional Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1836.

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23

Pointer, Martha M. "Accounting Doctoral Faculty: Problem, Data, and Solutions." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2995.

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The shortage of doctoral-qualified faculty in accounting has been discussed and researched for many years. However, no one solution has been presented, and the problem appears to be getting worse. In the following discussion, the lack of qualified faculty will be documented, the reasons for the few numbers of doctoral students in accounting will be given, and some of the solutions will be presented. All schools in the United States of America that offer doctoral degrees in accounting have been listed on a web site accessible at http://www.etsu.edu/cbat/acctdoc.html. The data on the web site wi

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24

Pointer, Martha M. "Accounting Doctoral Faculty: Problem, Data, and Solutions." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3022.

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25

Lampley, James, and Saundra Reynolds. "Faculty Perceptions and Practices in Online Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3034.

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26

McHenry, Kristen L., Jim Lampley, Randy L. Byington, Donald W. Good, and Stephanie R. Tweed. "New Faculty Mentoring in Respiratory Care Programs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3169.

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Introduction: The purpose of this study was to identify mentoring practices of new faculty members in Commission on Accreditation for Respiratory Care (CoARC) accredited respiratory care programs in the U.S. and to identify the perceptions of program directors regarding the observed impact of program mentoring practices. Methods: The method for the study was quantitative non-experimental survey research. The survey instrument was an electronic questionnaire titled Respiratory Care Faculty (RCF) Mentoring Survey. The 25-item survey was divided into three dimensions: mentoring practices, mentor/

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27

Boyce, B. Ann, Jacalyn Lund, and Kason M. O’Neil. "PETE Doctoral Institutions: Programs, Faculty and Students." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4053.

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Purpose: The present study of doctoral physical education teacher education (D-PETE) programs was part of a longitudinal study that provided an extensive description of demographics including: (a) doctoral program characteristics, (b) faculty, and (c) doctoral students/graduates. Method: This trend study incorporated 3 data sets (2005–2006, 2008–2009, and 2011–2012) that described the characteristics of D-PETE programs. Academic heads of D-PETE programs provided demographic information on their doctoral students, faculty, and institutional characteristics for the 2005–2006, 2008–2009, and 2011

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28

Doucette, Wendy C. "Becoming a Relatable Faculty Ally through Story." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5355.

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During this session, participants will reflect on the pivotal points in their own educational process and select moments of clarity or misunderstanding which shaped the course of their academic or professional career. Whether positive or negative, these teachable moments made us who we are, and remain relevant to understanding how and what we teach. As a group, we will share some of our personal stories and discuss how to incorporate them into specific courses, how they demonstrate empathy in a relatable way, and what we hope to evoke in our students through this exchange. The handout for this

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29

Heiman, Diana L. "Faculty for the Team Physician Course – Part II." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8161.

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30

Enwefa, Regina L., Stephen C. Enwefa, and Arnold Nyarambi. "Challenges and Opportunities of Minority Faculty in PWI." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8227.

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31

Washington, Georgita T. "Surviving the First Year as a New Faculty Member." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7603.

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32

Anderson, Joanna M. "Stop, Innovate, and Listen: Librarian and Faculty in Collaboration." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/395.

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33

Mitchell, Lorianne D., and Jennifer D. Parlamis. "Faculty Ambivalence of Online Education: An Organizational Change Perspective." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3054.

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34

Chambers, Cynthia R. "Applying, Interviewing, and Negotiating for a University Faculty Position." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3901.

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35

Pond, Brooks B., Stacy D. Brown, David W. Stewart, David S. Roane, and Sam Harirforoosh. "Faculty Candidates Attempt to Inflate CVs Using Predatory Journals." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5328.

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Recently, scientific publishing has experienced an expansion of journals and publishers whose primary goal is profit and whose peer review process is virtually non-existent. These “predatory” or “opportunistic” journals pose a threat to the credibility and integrity of legitimate scientific literature, and quality science. Unfortunately, many scientists choose to publish in these journals and/or serve on their editorial boards, either due to ease of rapid publication or naivety. Here, we highlight the extensive use of predatory publications or editorial board involvement by applicants applying

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36

Harley-McClaskey, Deborah. "The Faculty Role in Creating the Civically Engaged Campus." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4710.

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37

Earl, Martha F., and Leslie G. Adebonojo. "Creating and Using a Faculty Interest Database with Nutshell Plus." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/6321.

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38

Williams, A. Lynn, C. Scott, Marc A. Fagelson, M. Ennis, P. Chase, and Kerry Proctor-Williams. "Mentoring model for retaining quality faculty in research II institutions." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1858.

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39

Renner, Jasmine. "Engaging TBR Faculty in Online Research Communities and Emerging Technologies." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3008.

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The growing impact of online research communities and emerging technologies is creating a significant paradigm shift and consequently changing the current research landscape of higher education. The rise of online research communities exemplifies a shift from traditional research engagements, to online research communities using “Web 2.0,” in which communities of researchers are the basic unit of research engagement. As institutional practices become increasingly digitized, the role of faculty, scholars, and professionals are constantly reshaped and re-negotiated. The rise and use of emerging

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40

O'Neil, Kason, and Jennifer M. Krause. "Physical Education Faculty Use and Self-efficacy Towards Educational Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4023.

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Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-se

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41

Evanshen, Pamela. "No Child Left Behind: How Early Childhood Faculty Can Help." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4421.

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42

Williams, Stacey L. "Recognizing the Roles of Faculty and Administrators in Improving Campus Climate." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8044.

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43

Marek, Greta I., and Carol L. Huston. "Experienced Nurse Faculty Leadership 2015 Academy (ENFLA) Scholars Symposium/Special Session." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8401.

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In an effort to advance global excellence in nursing education, Sigma Theta Tau International (STTI)/Chamberlain College of Nursing Center for Excellence in Nursing Education (CENE) launched a 12-month Experienced Nurse Faculty Leadership Academy (ENFLA) in October 2014. The ENFLA was designed for experienced faculty (Leadership Scholars) with at least seven years of full-time employment in a faculty role, who wished to increase their leadership acumen and develop or increase the skill sets essential for success in a faculty leadership role. Program goals included to: Further academic career d

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44

Woodward, Nakia J., Rachel R. Walden, and Rick L. Wallace. "Determining the Mosaic of Information Usage Habits of Faculty and Staff." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8707.

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Objectives: The purpose of this study is to determine the actual information usage habits of faculty and staff at **** versus librarians perceptions and opinions. Methods: A prevalidated pilot tested survey will be conducted of the faculty and staff of the ***** College of Medicine and ****College of Pharmacy. The survey will examine what are the most useful resources, specifically databases and journals, for their research and work. The results of the survey will be compared to the library's current collection and the research results will help serve as a basis for future collection developme

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45

Hemphill, Jean Croce. "Nurse Managed Care for the Homeless: A Faculty-Student Practicum Site." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etsu-works/7601.

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46

Marks, Lori J., A. L. Nelson, J. P. Burngham, et al. "The Winding Road to Community Partnerships in Appalachia: A Faculty Perspective." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/3525.

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In 1998, the W.W. Kellogg Foundation provided funding for four universities to collaborate with surrounding communities on mutually beneficial projects, through the Expanding Community Partnerships Program. In a series of innovative learning collaborations, East Tennessee University, the University of Texas at El Paso, West Virginia University, and Northeastern University established strong, sustainable partnerships with organizations in their local communities. Although each university approached its partnering differently, they all shared the goal of benefiting the underserved communities wh

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47

Kridler, Jamie Branam. "Senior Interns and Faculty Partnerships with Chamber of Commerce Research Projects." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/5868.

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48

Nelson, M. F., A. K. Miles, J. Collins, et al. "Diversity in the Classroom: Best Practices for Recruiting and Retaining Minority Faculty." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8313.

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49

Wallace, Rick L., Fred Tudiver, and Kate Furgeson. "A Painless Way to Teach Faculty and Residents to Write for Publication." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8785.

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50

Cross, Leonard B., Jodi Polaha, Jodi Polaha, and Margaret Smith. "A Multifaceted Approach to Enhancing Awareness and Development of Faculty With IPE." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6551.

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The lack of interprofessional training for providers entering the healthcare system was identified as a major omission in the preparation of healthcare workers in the early 2000's. Subsequently, the World Health Organization identified a need for the development of Interprofessional education (IPE) programs to adequately prepare providers to work in teams. Since then, the pedagogy and evidence base for IPE has grown.However, there has been little focus on preparing faculty to teach from an interprofessional model. Ratka et al. conducted a literature review of articles appearing in several data

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