scholarly journals How Six Assistant Professors Landed Their Jobs at Baccalaureate Colleges and Master's Institutions: A Focus on Pathways and Teaching (Un)preparedness

2018 ◽  
Author(s):  
Natascha Trellinger ◽  
Brent Jesiek
Keyword(s):  
Master's Institutions ◽  
Assistant Professors ◽  
Baccalaureate Colleges

scholarly journals 136. In Their Own words: a Qualitative Analysis of Factors Contributing to Gender Bias in Academic Advancement in Infectious Disease

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S198-S198
Author(s):  
Wendy Stead ◽  
Jennifer Manne-Goehler ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Douglas Krakower
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Gender Bias ◽  
Implicit Bias ◽  
Faculty Members ◽  
Full Professor ◽  
Major Theme ◽  
Academic Advancement ◽  
Assistant Professors ◽  
Implicit And Explicit

Abstract Background Large and persistent inequities in academic advancement exist between men and women faculty in academic Infectious Diseases (ID). To identify and characterize beliefs about why these inequities persist in ID, we asked ID faculty members to share their thoughts and experiences with the advancement process. Characteristics of Focus Group Participants Summary of Main Emergent Themes from Focus Group Analysis Methods We conducted four 60-minute focus groups with ID faculty members during IDWeek 2019. We enrolled women that were diverse geographically and in academic rank (i.e., Instructor/Assistant, Associate, Full Professor). We assigned women to focus groups by rank to minimize social desirability bias across rank. Our fourth focus group included only men who were Full Professors, to capture additional perspectives about barriers to advancement and solutions. (Table 1) We analyzed focus group discussion transcripts using content analysis. Results We identified nine main themes regarding inequities in academic advancement of women in ID. (Table 2) In all 4 focus groups, gender bias as a barrier to academic advancement was a major theme. Women Full Professors emphasized explicit gender bias such as sexual harassment and “predatory mentoring,” whereas women Instructors/Assistant Professors more frequently cited barriers related to implicit bias, such as obscure maternity leave policies and divisional meetings scheduled during childcare hours. Women Associate Professors cited implicit and explicit gender bias, while men Full Professors focused primarily on implicit bias. Women Instructors/Assistant Professors experienced the greatest difficulty in balancing demands of family with career, though this was a prominent theme in all groups. The perception that women less often utilize negotiation to advance themselves was a dominant theme for women Associate Professors, though all groups raised examples of this theme. Conclusion Gender bias, both implicit and explicit, is an important and ongoing barrier to equitable academic advancement of women in ID. Difficulty balancing demands of family with career and gender differences in professional negotiation are also perceived barriers that can be targeted by innovative programs and interventions to address gender disparities in academic advancement. Disclosures All Authors: No reported disclosures

scholarly journals COVID-19 and the academy: opinions and experiences of university-based scientists in the U.S.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Timothy P. Johnson ◽  
Mary K. Feeney ◽  
Heyjie Jung ◽  
Ashlee Frandell ◽  
Mattia Caldarulo ◽  
...  
Keyword(s):  
Public Policy ◽  
Scientific Community ◽  
Negative Impact ◽  
Research Assistant ◽  
Subgroup Differences ◽  
Divergence Of Opinion ◽  
Assistant Professors ◽  
The U.S

AbstractMuch of the available evidence regarding COVID-19 effects on the scientific community in the U.S. is anecdotal and non-representative. We report findings from a based survey of university-based biologists, biochemists, and civil and environmental engineers regarding negative and positive COVID-19 impacts, respondent contributions to addressing the pandemic, and their opinions regarding COVID-19 research policies. The most common negative impact was university closures, cited by 93% of all scientists. Significant subgroup differences emerged, with higher proportions of women, assistant professors, and scientists at institutions located in COVID-19 “hotspot” counties reporting difficulties concentrating on research. Assistant professors additionally reported facing more unanticipated childcare responsibilities. Approximately half of the sample also reported one or more positive COVID-19 impacts, suggesting the importance of developing a better understanding of the complete range of impacts across all fields of science. Regarding COVID-19 relevant public policy, findings suggest divergence of opinion concerning surveillance technologies and the need to alter federal approval processes for new tests and vaccines.

(Other)sistering: Black Women Education Leadership Faculty Aligning Identity, Scholarship, and Practice Through Peer Support and Accountability

2022 ◽  
Vol 40 (1) ◽  
pp. 90-113
Author(s):  
Nakia M. Gray-Nicolas ◽  
Marsha E. Modeste ◽  
Angel Miles Nash ◽  
Lolita A. Tabron
Keyword(s):  
Black Women ◽  
Phenomenological Approach ◽  
Black Feminist Thought ◽  
Community Cultural Wealth ◽  
Theoretical Frameworks ◽  
Black Feminist ◽  
Cultural Wealth ◽  
Dynamic Support ◽  
Assistant Professors ◽  
Insight Into

This inquiry offers insight into how Black women assistant professors traverse the challenging journey toward tenure while acknowledging their connection to their students and communities, research, teaching, and service. By employing a phenomenological approach and utilizing Black feminist thought and community cultural wealth as conceptual and theoretical frameworks, this research advances scholarship identifying commonalities across Black women’s experiences. Further, we offer implications for how the academy can support Black women and other professionals from marginalized populations. Findings include how Black women assistant professors develop and create dynamic support systems amongst themselves to combat the multiple marginalizations of their positionality in the academy––a place where they are historically “outsiders.”

Use of E-Resources Through Consortia With Special Reference to College Libraries

2020 ◽  
pp. 124-142
Author(s):  
M. Suresh ◽  
R. Natarajan
Keyword(s):  
Special Reference ◽  
Common Goal ◽  
Common Activity ◽  
Library Consortium ◽  
Assistant Professors ◽  
College Libraries

A consortium is an association of two or more individuals, companies, organizations or governments (or any combination of these entities) with the objective of participating in a common activity or pooling their resources for achieving a common goal. Library consortium gives the freedom for a library having a smaller collection to access any product at a nominal price. The chapter has shown that 58 (31.53%) assistant professors occasionally use it, followed by 44 (23.92%) respondents using it frequently, 39 (21.2%) respondents use it rarely, 26 (14.14%) respondents use it very frequently, and 17 (09.24%) respondents never use it.

scholarly journals Students Evaluation & Teachers Trust: A Fear of Insignificance

2012 ◽  
Vol 2 (2) ◽  
pp. 155
Author(s):  
Sheikh Raheel Manzoor ◽  
Syed Habib Shah ◽  
Hafiz Ullah ◽  
Zulqarnain Muhammad Ahmad ◽  
Inam Ullah
Keyword(s):  
Teacher Evaluation ◽  
Frequency Distribution ◽  
Research Study ◽  
Science And Technology ◽  
Khyber Pakhtunkhwa ◽  
Staff Members ◽  
Grade Teacher ◽  
Assistant Professors ◽  
Teacher Trust ◽  
Teacher's Perception

This research study analyzes the teacher trust on student’s evaluation about the staff members of Peshawar University and Kohat University of Science and Technology (KUST), Khyber Pakhtunkhwa (KPK), Province of Pakistan. Total 250 sets of questionnaires were personally delivered on random basis to the lecturers, assistant professors and professors of KUST and Peshawar University. The collected information was regarding teacher’s perception on student’s evaluation. Results of the study were interpreted through simple bar chart and frequency distribution table to analyze the different responses of the respondents. There is clear evidence that the respondents highly trust on student’s evaluation. Keywords: Teacher Grade, Teacher Leniency, Teacher Evaluation

scholarly journals Emeritus Professors Can, Assistant Professors Mustn't

1993 ◽  
Vol 7 (2) ◽  
pp. 255-256 ◽  
Author(s):  
Van Rensselaer Potter
Keyword(s):  
Assistant Professors

scholarly journals The 32nd summer school of the Research Community for Mechanisms of Mutations

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Masanobu Kawanishi
Keyword(s):  
Dna Damage ◽  
Dna Repair ◽  
Genome Editing ◽  
Undergraduate Students ◽  
Scientific Knowledge ◽  
Summer School ◽  
Research Community ◽  
Action At A Distance ◽  
Assistant Professors

Abstract The 32nd summer school of the Research Community for Mechanisms of Mutations was held at Inter-University Seminar House in Hachioji city, Tokyo, from September 7 to 8, 2019. Thirty-eight people attended this annual event, and three eminent researchers were invited to discuss DNA damage induced by endogenous aldehydes, “action-at-a-distance mutagenesis” and a novel genome editing method, and DNA repair in fungi and plants. In addition to these plenary sessions, eleven participants presented their own research in oral sessions. More than half of the participants were young scientists such as graduate/undergraduate students, post-doctoral fellows and assistant professors. All members joined in enthusiastic discussions and acquired new scientific knowledge through these two days.

The Idea of a Franciscan Academy

1944 ◽  
Vol 1 (2) ◽  
pp. 160-165
Author(s):  
Howard Mumford Jones
Keyword(s):  
Middle Ages ◽  
Graduate School ◽  
Alma Mater ◽  
Arts And Sciences ◽  
Harvard Graduate School ◽  
Assistant Professors ◽  
Invincible Ignorance ◽  
Uncertain Time ◽  
The Middle Ages

It is with genuine pleasure that I bring to the founders of the Academy of American Franciscan History the good wishes and congratulations of the Harvard Graduate School of Arts and Sciences.Having said this, and having said it with all the sincerity at my command, I ought, if a Spartan laconicism were proper, to sit down. The assembly will recognize, I am sure, that I am a pious fraud. I represent a novel and interesting version of what I may term invincible ignorance. I venture to address you as fellow students, but I do not dare to address you as fellow scholars, since this would either exalt me beyond my desert or degrade you below your merit. This Academy is being founded to recapture a tradition descending from the Middle Ages—and I am no mediaevalist, except in the sense that it was once said of a lady of uncertain time of life that around her hung the last enchantments of the middle ages. You are launching an historical venture, but I am, alas, only a dean, and no opinion is more universal in the learned world than that a dean, whatever lower virtues he may possess, is ipso facto no scholar. When the harassed chairman of an alumni club, in search of better oratory, wired the president of his alma mater to send him a good speaker, preferably a professor but certainly not lower than a dean, the president replied: “I am sending you two assistant professors. There is nothing lower than a dean.”

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