Nilanjana Dasgupta, Director of Faculty Equity and Inclusion, shared the results from the faculty survey assessing department culture and its impact on faculty satisfaction.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
The Mentor and the MUSe: Engaging Faculty in Undergraduate Student PublishingRobyn Hall
Poster presented at the Council on Undergraduate Research Conference (CUR 2014) on Monday, June 30 in Washington, DC. *Save to PDF for larger/readable text*
Abstract: Publishing opportunities for undergraduate students continue to grow, particularly in university-hosted, student-led open access journals. The MacEwan University Student eJournal (MUSe) is a recent initiative that involves undergraduate students from across disciplines at every level of the publication process, from solicitation of submissions through to blind peer-review, and dissemination. These students are each actively involved with faculty mentors, affording them the opportunity to work alongside experienced academics while gaining insight and knowledge about the ways in which scholarly and creative publications are managed.
Drawing on the experiences of those involved with MUSe, along with related efforts of other undergraduate research publications, this poster describes in detail ways that journal managers can work to ensure meaningful and sustainable faculty engagement in student journals. This includes best practices for recruiting faculty mentors, and effective means of providing necessary support to ensure a worthwhile and engaging experience for faculty and students alike during every stage of the publishing process.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
The Mentor and the MUSe: Engaging Faculty in Undergraduate Student PublishingRobyn Hall
Poster presented at the Council on Undergraduate Research Conference (CUR 2014) on Monday, June 30 in Washington, DC. *Save to PDF for larger/readable text*
Abstract: Publishing opportunities for undergraduate students continue to grow, particularly in university-hosted, student-led open access journals. The MacEwan University Student eJournal (MUSe) is a recent initiative that involves undergraduate students from across disciplines at every level of the publication process, from solicitation of submissions through to blind peer-review, and dissemination. These students are each actively involved with faculty mentors, affording them the opportunity to work alongside experienced academics while gaining insight and knowledge about the ways in which scholarly and creative publications are managed.
Drawing on the experiences of those involved with MUSe, along with related efforts of other undergraduate research publications, this poster describes in detail ways that journal managers can work to ensure meaningful and sustainable faculty engagement in student journals. This includes best practices for recruiting faculty mentors, and effective means of providing necessary support to ensure a worthwhile and engaging experience for faculty and students alike during every stage of the publishing process.
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014. Builds on a previous paper published in 2011
Ivy F. Oandasan MD CCFP MHSc
Associate Professor, Department of Family & Community Medicine University of Toronto
Director of Education College of Family Physicians of Canada
Academic Family Physician, Toronto Western Hospital
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
The Australian Gay Community Periodic Survey (1998-2010) tells us that 1 in 8 sexually active gay men have never tested. Michael Atkinson (WA AIDS Council) talks about a strategy to address barriers to testing and to promote testing culture - the MClinic. This presentation was given at the AFAO/NAPWA Gay Men's HIV Health Promotion Conference in May 2012.
Faculty climate survey of STEM departments at UMass AmherstElena Sharnoff
This survey was conducted in spring 2015 by Nilanjana Dasgupta, Director of Faculty Equity and Inclusion in the College of Natural Sciences at UMass Amherst
A presentation given at the Assessment and Technology Conference of Plymouth University, 10th December 2014. Builds on a previous paper published in 2011
Ivy F. Oandasan MD CCFP MHSc
Associate Professor, Department of Family & Community Medicine University of Toronto
Director of Education College of Family Physicians of Canada
Academic Family Physician, Toronto Western Hospital
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Teaching Corporate Social Responsibility to International MBA Students Enroll...Eva Koscher
Teaching Corporate Social Responsibility (CSR) becomes more and more important and today is included in many curriculums of top business schools (Christensen et al. 2007). However, it is different from other courses taught in business schools: While most business school modules are highly scientific and quantitative, modules in this area discuss values and beliefs and students who had few non-quantitative courses so far might feel uneasy. Fears might be further heightened by the fact that many students “view “values” as highly personal and therefore not subject to debate” (Fort and Zollers 1999). While teaching CSR to students at Coventry University, it became obvious that especially Asian students kept quiet during discussions despite the fact that a good teaching environment was created and also received lower marks. Previous research has found that international students from collectivist cultures often seem to avoid conflict and/or discussing controversial topics highlighting that some foreign educational systems discourage oral communication and independent thought in favour of traditional teaching methods such as rote memorization (Gelb 2012; Samovar at al. 2010). In a module on CSR where no right answers exist and views and opinions are highly important, this can cause problems.
By evaluating data from 2 MBA classes taught at Coventry University consisting of 109 students from all over the world, this research tries to shed some light on the challenges of teaching CSR to international students as well as on the question how the teaching could be improved. The student composition in the classes evaluated pretty much reflects the current situation in the UK Higher Education section: Many courses are dominated by international students, especially at the postgraduate level (Hefce 2014). Therefore, the sample is well suited for the analysis of teaching CSR to international Students enrolled at UK universities and the analysis will help to provide suitable recommendations for improving the teaching of CSR.
The Australian Gay Community Periodic Survey (1998-2010) tells us that 1 in 8 sexually active gay men have never tested. Michael Atkinson (WA AIDS Council) talks about a strategy to address barriers to testing and to promote testing culture - the MClinic. This presentation was given at the AFAO/NAPWA Gay Men's HIV Health Promotion Conference in May 2012.
Faculty climate survey of STEM departments at UMass AmherstElena Sharnoff
This survey was conducted in spring 2015 by Nilanjana Dasgupta, Director of Faculty Equity and Inclusion in the College of Natural Sciences at UMass Amherst
Faculty climate survey of STEM departments at UMassElena Sharnoff
This presentation contains the results of survey conducted of all departments in the College of Natural Sciences, the College of Information and Computer Sciences, and some departments in the College of Engineering in 2014-15 about faculty climate at UMass Amherst.
Why is faculty diversity important? What are some obstacles to achieving faculty diversity? What are some strategies and best practices for diversity in faculty hiring?
Documenting Your Leadership/Administration Efforts In a Way That Countstatetomika
Leadership and Administration; April 23, 2019
Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
A critical transition point for entry into the professoriate is a postdoctoral experience. In the STEM and biomedical science fields, one or more years of work as a postdoc are increasingly required for advancement into tenure-track faculty positions, but according to recent NSF data only 8.3 percent of postdoctoral scholars in those fields were from underrepresented backgrounds. Furthermore, underrepresented postdocs are not entering tenure-track faculty positions in sufficient numbers, especially at research-intensive institutions. During this webinar, we will explore known barriers to minority postdoc success as well as the efficacy of national programs designed to advance them to the professoriate (e.g. NIH IRACDA). Speakers will also highlight successful regional programs, such as the Carolina Postdoctoral Program for Faculty Diversity. The webinar will conclude with information about a proposed action item to partner with national stakeholders to evaluate the impact of diversity programs on postdoctoral scholars.
Tracking Student Access to High-Impact Practices in STEMJulia Michaels
We know that certain “High-Impact Practices,” such as internships, undergraduate research, capstone courses, and learning communities, help undergraduate students persist and succeed. These practices have a disproportionately positive impact on students from underrepresented backgrounds. This webinar will briefly summarize the evidence for High-Impact Practices (HIPs) and share innovative efforts from California State University, Northridge and the University of South Carolina to track and analyze underrepresented student participation and outcomes.
Documenting Your Leadership/Administration Efforts In a Way that Countstatetomika
Learn more about documenting your leadership and administration efforts with Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
Counternarratives and HBCU Student Success - NASPA 3.24.15saUGA411
A presentation by student affairs scholar practitioners that highlights the work done on a mixed methods research study exploring student success at HBCUs.
This presentation and set of notes on Faculty Perceptions of Student Affairs and Services was given at the Canadian Society for the Study of Higher Education in June 2013
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Presentation slides from the Hunter Institute's recent Youth Mental Health: Engaging Schools and Families event with professor Mark Weist. For more info visit www.himh.org.au
Short biographies of 30 Women in Science, an expanded version of the Women in Science exhibit in the ISB Atrium at UMass Amherst, brought to you by the College of Natural Sciences Women in Science Initiative.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Goals of the Survey
1. How do faculty feel about their department culture/ climate,
and experiences in terms of research, teaching, and service
2. Do these experiences vary by faculty gender, rank,
race/ethnicity? What’s going well and what needs work?
3. Recruitment: What makes UMass a “destination of choice?”
Can we leverage these assets in future recruitment efforts?
4. Retention: Why do faculty think of leaving? Can we leverage
this knowledge to address dissatisfactions early?
5. Come up with set of actionable agenda items going forward
3. Sample
• N = 383 faculty (82% response rate) from CNS, COE, and
CICS.
• Gender: 63% men, 33% women, 0.2% other gender, 4%
no response
• Rank: 43% full, 18% associate, 20% assistant, 13%
lecturers, and 6% non-tenure research
• Race: 82% White, 12% Asian, 1% African American, 4%
Hispanic, 0.8% multiracial and other racial groups
• National origin: 69% U.S. born, 31% immigrants
6. Men vs. women’s perception of department culture
diverge most in departments with very few women
7. Men vs. women’s perception of department culture
diverge most in departments with very few women
Transparency of policies, procedures,
and decision-making Perceived gender equity
9. Who has mentors? When is mentoring is most useful?
• 60% had mentor within home department, 38% had mentor
outside department, and 29% had both
• Chosen mentors were more useful than assigned mentors, p
< .001
• Mentors outside the home department were more useful
than mentors inside one’s department, p = .003
• Mentoring was more successful when faculty were grouped
by common interest regardless of department
• Often praised: CNS women’s mentoring program, UMass-
wide Mellon Mentoring program
11. Recruitment: What makes UMass a “destination of
choice” for faculty?
1. Quality of department and university
2. Quality of life in Western Massachusetts
3. Work-family balance
12. Quality of department is significantly correlated with
department climate
** p < .001
14. Retention: Who considered leaving UMass?
Rank differences
• 44% of all faculty in this
group received outside
offers
• 34% of faculty in this group
have a spouse living in a
different city
• No gender difference in
retention
63% of all survey respondents considered leaving
15. Spousal employment
• 40% of survey respondents have a spouse employed at UMass
• Big gender differences in types of spousal employment
Table 2 What type of job did/does your spouse/partner
have at UMass?
Tenure-
system
faculty
Non-
tenure
system
lecturer
Short-
term
researc
h
scientist
Staff
position
other -
please
specify:
Male
faculty
Count 30 8 2 21 11
%
within
41.70% 11.10% 2.80% 29.20% 15.30%
Female
faculty
Count 31 3 2 4 9
%
within
63.30% 6.10% 4.10% 8.20% 18.40%
Total Count 61 11 4 25 20
Tenure-
system
faculty
Non-
tenure
system
lecturer
Short-
term
research
scientist
Staff
position
other -
please
specify:
Male
faculty
% within 41.7% 11.1% 2.8% 29.2% 15.3% 100%
Female
faculty
% within 63.3% 6.1% 4.1% 8.2% 18.4% 100%
Total 61 11 4 25 20 121
What type of job did/does your spouse/partner have at
UMass?
Total
16. Spousal Employment
• Gender difference: Spousal employment played a bigger role in
women faculty’s decision to come to UMass (p = .046) and to
stay at UMass (p = .037)
• Generational difference: Younger faculty’s decisions to come to
UMass (both men and women) were more influenced by
spousal employment than older faculty’s decisions (p < .001).
24. Six actionable steps
1. Inadequate research facilities is a top priority for faculty in
some depts. Affecting morale and retention. We need to fix
this problem
2. All depts need high quality internal staff support for grant
submission and equal access to CNS staff
3. Identify departments with toxic climate. Figure out ways to
intervene early. Another reason for retention problems.
4. Create a spousal employment network by actively
coordinating with Five College Consortium, UMass-Worcester,
local employers
25. Six actionable policy implications (cont’d)
5. Identify “matchmaker” at university level who gathers
information about job opportunities from local networks and
connects units in need of a spousal position
6. Create free or subsidized bus service between Amherst,
Worcester, Boston, NYC to make it convenient for faculty
spouses to commute to jobs.
Having a bus service has benefit of expanding geographical
region within which faculty spouses could look for jobs