Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Informational Reception Apprehension (IRAT) has been conceptualized as an anxiety associated with message processing. Processing demands requiring flexibility, complexity, and abstractness may exceed preferred thresholds and moderate informational reception, perception, and/or adjustment. Recently, the scope of the variable has been widened to embrace receptivity of information gathered through information technology (IRAT-IT). Following a year-long effort to promote instructional technology, 73 faculty members completed the IRAT-IT and reported on their goals for and uses of classroom technology. IRAT-IT scores of faculty volunteering for technology training were associated with higher technology expectations, more technology use, greater perceptions of technology difficulties, and the perception that technology would reduce instructors’ out-of-class work, but increase students’ total technology use. Results are discussed in terms of curriculum development and difficulties adopting information technologies.

Publication Type: Invited Paper
Abstract: Many campuses require that departments undergo program review—not as direct assessment of student learning, but as overall evaluation of departmental effectiveness. This chapter describes the common purposes of such program reviews, typical program-review procedures, and how to prepare effectively for a program review.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this study, we conducted a series of focus groups to learn how women tenured associate professors perceive their status as faculty women and their progress towards academic advancement to full professor. Questions explored career-related beliefs and practices, feelings about academic career progress, issues encountered while in the academy, and strategies used to manage these issues. Qualitative analysis of recurring themes as well as self-narratives of participants suggests that women associate professors are an overlooked or “forgotten” group. Evidence refutes the common wisdom in the academy that, if more women are hired at the junior levels, growth in the number of senior women faculty will happen with time. Women in the study expressed a sense of resignation and felt demoralized based on their experiences as assistant and associate professors in the academy. Recommendations to address the “accumulation of disadvantages” (Moore, 1987) are proposed.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Liaison Committee on Medical Education (LCME) recently set standards for cultural diversity training as part of the medical school curriculum, yet American medical schools are ill-prepared to meet this requirement. Pursuant to the need for more explicit training of medical students and residents for preparation to serve a more diverse society, it is essential that faculty demonstrate expertise as teachers and role models. Learners require teaching methods that help facilitate a heightened level of self-awareness and sensitivity. We believe this is achievable and demonstrate that cultural competency training can become institutionalized as a critical element of faculty development training. This paper describes the evolution of a cultural competency curriculum used in a Northeastern regional faculty development program. We detail changes in the curriculum in response to participant feedback, and review evaluation and self-reported behavior change data from the first two years of the program.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Presenters share data from a faculty survey to identify the on-going challenges of maintaining a digital data system and detail the subsequent action plan formulated to address issues.