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Descriptors:
Leadership; Regression (Statistics); Predictor Variables; Productivity; Job Satisfaction; Medical Education; Medical School Faculty; Online Surveys; Teacher Surveys; Teacher Attitudes

Abstract:
Many faculty in today's academic medical centers face high levels of stress and low career satisfaction. Understanding faculty vitality is critically important for the health of our academic medical centers, yet the concept is ill-defined and lacking a comprehensive model. Expanding on previous research that examines vital faculty in higher education broadly and in academic medical centers specifically, this study proposes an expanded model of the unique factors that contribute to faculty vitality in academic medicine. We developed an online survey on the basis of a conceptual model (N = 564) and used linear regression to investigate the fit of the model. We examined the relationships of two predictor variables measuring Primary Unit Climate and Leadership and Career and Life Management with an overall Faculty Vitality index comprised of three measures: Professional Engagement, Career Satisfaction, and Productivity. The findings revealed significant predictive relationships between Primary Unit Climate and Leadership, Career and Life Management, and Faculty Vitality. The overall model accounted for 59% of the variance in the overall Faculty Vitality Index. The results provide new insights into the developing model of faculty vitality and inform initiatives to support faculty in academic medical centers. Given the immense challenges faced by faculty, now more than ever do we need reliable evidence regarding what sustains faculty vitality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Skills; Health Occupations; Faculty Development; Writing Workshops; Participant Satisfaction; Teacher Attitudes; Academic Discourse; Writing for Publication; Faculty Publishing; Publish or Perish Issue; Writing Improvement; Writing Strategies; Online Surveys; Tutoring

Abstract:
All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing. Faculty developers have offered a variety of programs designed to enhance the writing skills of faculty using a various formats and with varying success. Since 2006, the Indiana University School of Medicine's (IUSM) Office of Faculty Affairs and Professional Development has offered an in-depth two-day workshop plus individual tutorials designed to enhance faculty academic writing skills. This paper presents the results of an evaluation of faculty perceptions of the impact of their participation in this program. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Medical Schools; Faculty Development; Higher Education; Evaluation; Women Faculty; Females; College Faculty; Surveys

Abstract:
Faculty development programs are often at risk during difficult economic times. In order to answer the question about the value that faculty development adds to the institution, programs must measure important outcomes, not simply report the number of faculty served and how well they liked their experience. The authors describe the assessment process used at one medical school to measure change over approximately a two year time span, as well as the interventions and programs that influenced the results, with particular emphasis on women and junior faculty. Results show significant gains across all items and multiple faculty demographic groups. The findings have implications for both decisions about faculty development and assessing its impact. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Practices; White Students; Transfer Students; Single Sex Colleges; Womens Education; Coeducation; College Students; Student Experience; Comparative Analysis; College Freshmen; College Seniors; Student Characteristics; Student Participation; Minority Groups; Educational Environment; Thinking Skills; Student Diversity

Abstract:
This study compared the experiences of women attending women's colleges with those of women attending coeducational institutions. Analyses of data from the National Survey of Student Engagement (NSSE) from random samples of female first-year and senior students from 26 women's colleges and 264 other four-year institutions were conducted. Women at single-sex institutions were more engaged in effective educational practices and reported higher levels of feelings of support and greater gains in college. With regard to the effect of different backgrounds on college experiences, transfer students at women's colleges were as engaged or more engaged than students who start at and graduate from the same school, and students of color tended to be less engaged than White students. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Athletes; Educational Practices; College Athletics; Intercollegiate Cooperation; Comparative Analysis; Student Participation; College Students

Abstract:
Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Policy; College Admission; Family Characteristics; Equal Education; Student Financial Aid; College Choice; Postsecondary Education; College Bound Students; Student Recruitment; Educational Legislation; Educational History; Accountability

Abstract:
The college-choice process is complex and affects many high school students, family members and public policy-makers, as well as institutions of higher education. This report provides an overview of the college-choice process for traditional-age students and examines how it has evolved during the last half of the 20th century. Material from the College Board and the National Association of College Admissions Counselors and popular literature were all data sources for this review. This report analyzes how student and family characteristics, institutional admissions policies and practices, and public policies have influenced the manner and timing of students' college-choice decisions. Specifically, the report examines the following three topics: (1) Shifts in public policy regarding postsecondary access, equity and financial aid; (2) Changes in recruitment, marketing, admissions practices and financial aid; and (3) Other institutional practices that have shaped the college-choice process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Practices; College Athletics; Athletes; Outcomes of Education; Comparative Analysis; Student Participation; Grades (Scholastic); Academic Achievement

Abstract:
Scrutiny of intercollegiate athletics has intensified in recent years. Yet previous studies about the experience of student-athletes show that participation in intercollegiate sports has little influence on desirable outcomes of college. This study compares the engagement of student-athletes with those of non-athletes in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes. (Contains 6 tables and 1 appendix.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (111K)