Marie-Louise Schreurs and Willem de Grave
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199583447
- eISBN:
- 9780191594519
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583447.003.0018
- Subject:
- Public Health and Epidemiology, Public Health
This chapter discusses professional development for faculty. Topics covered include principles of faculty development and faculty development programme implementation.
This chapter discusses professional development for faculty. Topics covered include principles of faculty development and faculty development programme implementation.
Russell K. Portenoy and Eduardo Bruera
- Published in print:
- 2003
- Published Online:
- November 2011
- ISBN:
- 9780195130652
- eISBN:
- 9780199999842
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195130652.003.0020
- Subject:
- Palliative Care, Palliative Medicine Research, Patient Care and End-of-Life Decision Making
This chapter reviews the barriers and opportunities to changing end-of-life care within the medical school environment. The academic medical center represents the pinnacle of modern medical ...
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This chapter reviews the barriers and opportunities to changing end-of-life care within the medical school environment. The academic medical center represents the pinnacle of modern medical achievement over the past 100 years. Unfortunately, until very recently academic medical centers have ignored death as a life-cycle event and the attendant education and clinical care issues and opportunities. The discussion suggests that the time is at hand to make major reforms in how physicians view end-of-life care, a view that must begin within the academic center. In particular, promoting faculty development, new education and evaluation initiatives, interdisciplinary education, and basic and clinical research has the potential to greatly improve end-of-life care. These changes require commitment and vision on the part of medical center leaders, hospital administrators, and senior faculty.Less
This chapter reviews the barriers and opportunities to changing end-of-life care within the medical school environment. The academic medical center represents the pinnacle of modern medical achievement over the past 100 years. Unfortunately, until very recently academic medical centers have ignored death as a life-cycle event and the attendant education and clinical care issues and opportunities. The discussion suggests that the time is at hand to make major reforms in how physicians view end-of-life care, a view that must begin within the academic center. In particular, promoting faculty development, new education and evaluation initiatives, interdisciplinary education, and basic and clinical research has the potential to greatly improve end-of-life care. These changes require commitment and vision on the part of medical center leaders, hospital administrators, and senior faculty.
Rebecca Pope-Ruark
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226463018
- eISBN:
- 9780226463292
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226463292.001.0001
- Subject:
- Education, Higher Education
Agile Faculty is a faculty development book that introduces strategies to help faculty improve their goal-setting, productivity, vitality, and career satisfaction. To do so, the book adapts the Scrum ...
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Agile Faculty is a faculty development book that introduces strategies to help faculty improve their goal-setting, productivity, vitality, and career satisfaction. To do so, the book adapts the Scrum project management framework popular in software development. Scrum is a framework for dividing large projects into smaller pieces that can be accomplished in a short amount of time. The Scrum roles, meetings, strategies, and terminology can easily be adapted to faculty work in research, service, and teaching, and this work can be individual or collaborative. Faculty often juggle multiple projects and responsibilities including completing research, serving on committees, designing and teaching classes, and mentoring students and peers. Faculty can experience stress when these responsibilities compete for their time. Faculty can benefit from a set of flexible and adaptable strategies to achieve meaningful personal and professional goals. Scrum is considered an Agile framework. Agile is an umbrella term for a set of human-centered project management values and principles. The Agile values of focus, commitment, openness, courage, and respect align with faculty values. Agile Faculty introduces everything faculty readers need to know about the basics of Agile and Scrum and includes chapters with advice and specific strategies to improve how faculty approach different aspects of their research, service, and teaching priorities. The goal of Agile Faculty is to help faculty readers determine their most meaningful personal and professional goals and to use the Agile and Scrum strategies outlined in the book to make regular incremental progress toward their highest priorities for career satisfaction.Less
Agile Faculty is a faculty development book that introduces strategies to help faculty improve their goal-setting, productivity, vitality, and career satisfaction. To do so, the book adapts the Scrum project management framework popular in software development. Scrum is a framework for dividing large projects into smaller pieces that can be accomplished in a short amount of time. The Scrum roles, meetings, strategies, and terminology can easily be adapted to faculty work in research, service, and teaching, and this work can be individual or collaborative. Faculty often juggle multiple projects and responsibilities including completing research, serving on committees, designing and teaching classes, and mentoring students and peers. Faculty can experience stress when these responsibilities compete for their time. Faculty can benefit from a set of flexible and adaptable strategies to achieve meaningful personal and professional goals. Scrum is considered an Agile framework. Agile is an umbrella term for a set of human-centered project management values and principles. The Agile values of focus, commitment, openness, courage, and respect align with faculty values. Agile Faculty introduces everything faculty readers need to know about the basics of Agile and Scrum and includes chapters with advice and specific strategies to improve how faculty approach different aspects of their research, service, and teaching priorities. The goal of Agile Faculty is to help faculty readers determine their most meaningful personal and professional goals and to use the Agile and Scrum strategies outlined in the book to make regular incremental progress toward their highest priorities for career satisfaction.
Rebecca Pope-Ruark
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226463018
- eISBN:
- 9780226463292
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226463292.003.0001
- Subject:
- Education, Higher Education
This chapter explores how faculty stress can impede career success and the characteristics and mindsets essential to faculty vitality and professional growth. The chapter introduces Agile project ...
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This chapter explores how faculty stress can impede career success and the characteristics and mindsets essential to faculty vitality and professional growth. The chapter introduces Agile project management principles and the Scrum framework. Agile and Scrum evolved out of software development practices. Agile and Scrum practitioners value collaboration in cross-functional teams who have everything and everyone needed to consistently deliver small but complete increments of functional product that adds value for the users of that product. The Agile mindset and Scrum framework can be adapted to faculty career planning and faculty development. The Agile values of focus, commitment, openness, courage and respect match faculty values. Scrum can be used to set realistic and meaningful career goals and provides a flexible framework for accomplishing that work in research, service, and teaching. This chapter overviews the origins of Agile and Scrum and aligns Agile values and practices with faculty values and activities. Finally, the chapter outlines the content of the rest of the book and provides advice on how to approach reading the text.Less
This chapter explores how faculty stress can impede career success and the characteristics and mindsets essential to faculty vitality and professional growth. The chapter introduces Agile project management principles and the Scrum framework. Agile and Scrum evolved out of software development practices. Agile and Scrum practitioners value collaboration in cross-functional teams who have everything and everyone needed to consistently deliver small but complete increments of functional product that adds value for the users of that product. The Agile mindset and Scrum framework can be adapted to faculty career planning and faculty development. The Agile values of focus, commitment, openness, courage and respect match faculty values. Scrum can be used to set realistic and meaningful career goals and provides a flexible framework for accomplishing that work in research, service, and teaching. This chapter overviews the origins of Agile and Scrum and aligns Agile values and practices with faculty values and activities. Finally, the chapter outlines the content of the rest of the book and provides advice on how to approach reading the text.
Thomas V. McGovern
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0071
- Subject:
- Psychology, Social Psychology
Psychologically literate citizenship has been defined as an ideal outcome for undergraduate education in the discipline. Faculty members are primary role models for the ends and the means of this ...
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Psychologically literate citizenship has been defined as an ideal outcome for undergraduate education in the discipline. Faculty members are primary role models for the ends and the means of this innovative conceptualization of learning and teaching. This chapter synthesizes a hallmark research agenda in Positive Psychology—virtues and character strengths—with specific applications of those findings to scientific education and a commitment to social and ethical responsibility (McGovern, 2010, 2006; McGovern & Miller, 2008). A program for faculty development and sustained renewal can make explicit the connections between psychological literacy, citizenship, and virtues and character strengths.Less
Psychologically literate citizenship has been defined as an ideal outcome for undergraduate education in the discipline. Faculty members are primary role models for the ends and the means of this innovative conceptualization of learning and teaching. This chapter synthesizes a hallmark research agenda in Positive Psychology—virtues and character strengths—with specific applications of those findings to scientific education and a commitment to social and ethical responsibility (McGovern, 2010, 2006; McGovern & Miller, 2008). A program for faculty development and sustained renewal can make explicit the connections between psychological literacy, citizenship, and virtues and character strengths.
Robert Devigne
- Published in print:
- 2006
- Published Online:
- October 2013
- ISBN:
- 9780300112429
- eISBN:
- 9780300133905
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300112429.003.0008
- Subject:
- Philosophy, Political Philosophy
This chapter concludes the book with a comprehensive view of the ideas and arguments that John Stuart Mill encountered, written of, and commented upon regarding his own political philosophy. Mill ...
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This chapter concludes the book with a comprehensive view of the ideas and arguments that John Stuart Mill encountered, written of, and commented upon regarding his own political philosophy. Mill believed that societies need to create institutions and practices that contribute to the development of human faculties, the moral education of society, and human excellence—whereas the more traditional liberals of Anglo-Scottish thought focused instead of protecting a private sphere for human conduct. Also, the chapter discusses a riddle in Mill's political philosophy that has long vexed analysts. Mill, for one, is an advocate of freedoms of speech, religion, women, assembly, self-government, the market, and emigration. On the other hand, Mill is also known for arguments that transcend liberal concerns about protecting the individual from state and social domination. In response to these two currents in Mill's thought, contemporary commentators have developed two schools of thought: traditionalist and revisionist. Thus, the chapter uses these two approaches in order to further explore Mill's political philosophy.Less
This chapter concludes the book with a comprehensive view of the ideas and arguments that John Stuart Mill encountered, written of, and commented upon regarding his own political philosophy. Mill believed that societies need to create institutions and practices that contribute to the development of human faculties, the moral education of society, and human excellence—whereas the more traditional liberals of Anglo-Scottish thought focused instead of protecting a private sphere for human conduct. Also, the chapter discusses a riddle in Mill's political philosophy that has long vexed analysts. Mill, for one, is an advocate of freedoms of speech, religion, women, assembly, self-government, the market, and emigration. On the other hand, Mill is also known for arguments that transcend liberal concerns about protecting the individual from state and social domination. In response to these two currents in Mill's thought, contemporary commentators have developed two schools of thought: traditionalist and revisionist. Thus, the chapter uses these two approaches in order to further explore Mill's political philosophy.
Judith Bowman
- Published in print:
- 2014
- Published Online:
- October 2014
- ISBN:
- 9780199988174
- eISBN:
- 9780199392919
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199988174.003.0008
- Subject:
- Music, History, American
This chapter focuses on high-quality online teaching. It emphasizes the central role of the online instructor as the director of learning who conducts the course, rather than the “sage on the stage” ...
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This chapter focuses on high-quality online teaching. It emphasizes the central role of the online instructor as the director of learning who conducts the course, rather than the “sage on the stage” or “guide on the side.” Drawing on the TPACK framework, the community of inquiry framework, and online collaborative learning theory, it provides suggestions for conducting the course: modeling an online presence, creating an effective syllabus, conveying content, engaging students, facilitating discussions, coordinating collaborative activities, and providing feedback. It proposes multiple roles for students that include content creator and discussion moderator. It explores troubleshooting techniques and problem prevention. Faculty development issues including formal programs, peer coaching, and preparation of pre-service music educators for K–12 online instruction are addressed.Less
This chapter focuses on high-quality online teaching. It emphasizes the central role of the online instructor as the director of learning who conducts the course, rather than the “sage on the stage” or “guide on the side.” Drawing on the TPACK framework, the community of inquiry framework, and online collaborative learning theory, it provides suggestions for conducting the course: modeling an online presence, creating an effective syllabus, conveying content, engaging students, facilitating discussions, coordinating collaborative activities, and providing feedback. It proposes multiple roles for students that include content creator and discussion moderator. It explores troubleshooting techniques and problem prevention. Faculty development issues including formal programs, peer coaching, and preparation of pre-service music educators for K–12 online instruction are addressed.
James L. Heft and Una M. Cadegan
- Published in print:
- 2016
- Published Online:
- December 2015
- ISBN:
- 9780190280031
- eISBN:
- 9780190280062
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190280031.003.0001
- Subject:
- Religion, Religion and Society
This introduction describes the thinking and process behind the “in the lógos of love” conference held in September 2013, cosponsored by the University of Dayton and the Institute for Advanced ...
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This introduction describes the thinking and process behind the “in the lógos of love” conference held in September 2013, cosponsored by the University of Dayton and the Institute for Advanced Catholic Studies, exploring the current challenges and future possibilities of Catholic intellectual life. It identifies a number of factors, both positive and negative, that form the recent history and current context for intellectual work informed by Catholic tradition. It then briefly summarizes each of the nine essays included in the volume, along with a short description of possible audiences and uses for the essays, especially in faculty development at Catholic universities. It concludes with a short reflection on the themes of the originating conference’s keynote address, given by Richard Rodriguez.Less
This introduction describes the thinking and process behind the “in the lógos of love” conference held in September 2013, cosponsored by the University of Dayton and the Institute for Advanced Catholic Studies, exploring the current challenges and future possibilities of Catholic intellectual life. It identifies a number of factors, both positive and negative, that form the recent history and current context for intellectual work informed by Catholic tradition. It then briefly summarizes each of the nine essays included in the volume, along with a short description of possible audiences and uses for the essays, especially in faculty development at Catholic universities. It concludes with a short reflection on the themes of the originating conference’s keynote address, given by Richard Rodriguez.
