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HardrĂ©, Patricia L.; Pan, Rui – Journal of Faculty Development, 2017
Understanding perspectives of graduate students throughout their developmental journey is at the core of preparing future faculty, and it can inform critical choices of graduate faculty members and program developers. This study investigated the most memorable and influential factors that both promote and thwart graduate students' success, across…
Descriptors: Graduate Study, Graduate Students, Student Satisfaction, Student Attitudes
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Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry – Journal of Faculty Development, 2017
Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In…
Descriptors: College Faculty, Faculty Development, Communities of Practice, Teacher Collaboration
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Premkumar, Kalyani; Moshynskyy, Anton; Sakai, Damon H.; Fong, Sheri F. T. – Journal of Faculty Development, 2017
Faculty Development (FD) is a vital component across the medical education continuum of undergraduate, postgraduate, and continuing medical education. However, the positioning of FD in medical institutions varies widely. The perceptions of faculty on FD should be examined in order to provide effective FD. The perceptions of faculty involved in…
Descriptors: Faculty Development, Teacher Attitudes, Medical Education, Semi Structured Interviews
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Portnoi, Laura M.; Chlopecki, Ana A. Lima; Peregrina-Kretz, Diliana – Journal of Faculty Development, 2015
Doctoral student socialization is the process through which emerging scholars are inducted into their academic disciplines and the academic profession. Recent doctoral student socialization literature has expanded upon traditional notions of the process to re-conceptualize it as multidirectional and complex. This study contributes to further…
Descriptors: Graduate Students, Socialization, Student Role, Student Surveys
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Parker, Audra K.; Schneider, Jenifer Jasinski; Berson, Ilene R. – Journal of Faculty Development, 2015
We describe a systematic mentorship framework comprised of professional development courses, residency experiences, and an annual review to support the acculturation of doctoral students into higher education. By making the culture of academia explicit, our doctoral students scholarly activity increased, and improved their readiness for positions…
Descriptors: Mentors, Higher Education, Faculty Development, Acculturation
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Polreis, Sean; D'Eon, Marcel F.; Premkumar, Kalyani; Trinder, Krista; Bonnycastle, Deirdre – Journal of Faculty Development, 2015
Resident doctors have an important and integral responsibility of teaching a number of individuals. The purpose of this study was to measure the effectiveness of the University of Saskatchewan's resident-as-teacher training course--Teaching Improvement Project Systems (TIPS). Residents who attended the TIPS course from January, 2010 through June,…
Descriptors: Teaching Skills, Faculty Development, Training, Microteaching
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Jackson, Jerlando F. L.; Flowers, Lamont A. – Journal of Faculty Development, 2014
This article describes the Asa G. Hilliard III and Barbara A. Sizemore Research Institute on African Americans and Education, a future faculty program designed to encourage doctoral students to enter the professoriate and study the African American experience in education.
Descriptors: Faculty Development, College Faculty, African Americans, African American Teachers
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Brinthaupt, Thomas M.; Decker, Stephen C.; Lawrence, Robert – Journal of Faculty Development, 2014
Faculty members traditionally develop a teaching philosophy statement (TPS) as part of the job application process, for tenure reviews, or to encourage reflection. In this paper, we propose an alternative approach--to develop the TPS with students as the primary target audience, distribute it to students at the beginning of a course, and collect…
Descriptors: Teacher Improvement, Educational Philosophy, Faculty Development, Student Evaluation of Teacher Performance
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McCallister, Leslie; Wilson, Kalah; Baker, Joseph – Journal of Faculty Development, 2014
Research has examined faculty attitudes towards students with disabilities (SWDs) and accommodations, but little research examines graduate students' attitudes toward SWDs. This project used the ATDP scale to examine graduate students' attitudes toward SWDs. This instrument was augmented with a qualitative, open-ended question that focused on…
Descriptors: Graduate Students, Attitudes toward Disabilities, Student Attitudes, Qualitative Research
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Haley, Karen – Journal of Faculty Development, 2013
Self-reliance was an important personal attribute in the completion of a doctoral program and advancement to a faculty position. Self-reliance for the participants included self-motivation, motivated from within to return to school and advance to a faculty role; self-efficacy, believing they could complete their doctoral degree and become faculty;…
Descriptors: College Faculty, Self Efficacy, Doctoral Degrees, Doctoral Programs
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Helm, Matt; Campa, Henry, III; Moretto, Kristin – Journal of Faculty Development, 2012
This study sought to uncover the career readiness and professional development needs of Ph.D. students at a large, Midwestern research university. Findings indicate that career goals of graduate students change over time, skill preparation for academic and non-academic careers continues to be inadequate for many students and professional…
Descriptors: Socialization, Professional Development, Career Development, Career Guidance
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Miller, Michael T.; Deggs, David – Journal of Faculty Development, 2012
The importance of mentoring has been consistently emphasized in American higher education especially at the graduate level. Increased emphasis on research and teaching for faculty as well as migration to distance education delivery formats has affected the amount of time that faculty can devote to mentoring graduate students. Some graduate program…
Descriptors: Adult Education, Socialization, Distance Education, Mentors
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Reddick, Richard J.; Griffin, Kimberly A.; Cherwitz, Richard A.; Cerda-Prazak, Aida A.; Bunch, Nathan – Journal of Faculty Development, 2012
This study utilizes a social exchange framework to analyze the qualitative narratives of 81 graduate student mentors participating in the Intellectual Entrepreneurship Pre-Graduate Internship at The University of Texas at Austin. Findings suggest that in addition to personal benefits, mentorship has four major professional benefits: a deeper…
Descriptors: Graduate Students, Mentors, Educational Benefits, Experiential Learning
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Di Pierro, Marianne – Journal of Faculty Development, 2011
Plagiarism is an equal opportunity transgression. Repercussions impact students and extend to faculty and their respective colleagues. Plagiarism sullies communities of scholars and thinkers, violates standards of excellence and integrity, and sets poor examples for future scholars. Its frequency lends to a certain evident but dangerous…
Descriptors: Graduate Students, Plagiarism, Cheating, Integrity
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Fuhrman, Nicholas E.; Fuhrman, Roslynn G.; De Lay, Ann M. – Journal of Faculty Development, 2010
This study used phenomenology to investigate doctoral student perceptions of "good teaching." Six semi-structured interviews were conducted and transcribed verbatim. Common themes were identified using domain analysis and four domains emerged. Participants perceived "good teaching" to involve an educator who: (1) exhibits…
Descriptors: Doctoral Programs, Graduate Students, Student Attitudes, Teacher Effectiveness
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