Guidelines for Clinical Faculty Track 1
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Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
General Criteria Used for Selecting and Evaluating Graduate Faculty I
General Criteria used for Selecting and Evaluating Graduate Faculty I. Rationale A majority of universities that award graduate degrees have established procedures to identify faculty members specifically qualified to train students in advanced degree programs. These members are then identified as the Graduate Faculty. The main responsibilities of the Graduate Faculty are to conduct scholarly research and creative work of high quality, to teach graduate students effectively, to advise graduate students, and to direct the research of graduate students. Listed below are the University-wide performance expectations for those faculty who have these responsibilities at Clayton State University. II. Expectations for Current Graduate Faculty Members Members of the Graduate Faculty at Clayton State University must continually satisfy both University-wide standards and those specific to individual academic components. No single performance criterion should be used to judge the fitness of a member. The primary consideration is whether the faculty member is currently an active and productive scholar and sufficiently prepared to teach at the graduate level. The University-wide performance expectations for current members are as follows: A. Scholarship 1. Possession of the terminal academic degree in the member’s field and ability to submit proof of said degree or recognition for substantive and distinctive contributions to the discipline involved. 2. Evidence of current involvement in scholarly research and/or creative activity. This evidence may consist of the publication of books and refereed articles, obtainment of research grants and contracts, recitals, exhibitions, performances, or other demonstrations of scholarship appropriate to the discipline. B. Intellectual Leadership 1. Active participation in regional, national, or international meetings in or related to the respective discipline. -
Liberal Arts Education and Information Technology
VIEWPOINT Liberal Arts Education and Information Technology: Time for Another Renewal Liberal arts colleges must accommodate the powerful changes that are taking place in the way people communicate and learn by Todd D. Kelley hree significant societal trends and that institutional planning and deci- Five principal reasons why the future will most certainly have a broad sion making must reflect the realities of success of liberal arts colleges is tied to Timpact on information services rapidly changing information technol- their effective use of information tech- and higher education for some time to ogy. Boards of trustees and senior man- nology are: come: agement must not delay in examining • Liberal arts colleges have an obliga- • the increasing use of information how these changes in society will impact tion to prepare their students for life- technology (IT) for worldwide com- their institutions, both negatively and long learning and for the leadership munications and information cre- positively, and in embracing the idea roles they will assume when they ation, storage, and retrieval; that IT is integral to fulfilling their liberal graduate. • the continuing rapid change in the arts missions in the future. • Liberal arts colleges must demon- development, maturity, and uses of (2) To plan and support technological strate the use of the most significant information technology itself; and change effectively, their colleges must approaches to problem solving and • the growing need in society for have sufficient high-quality information communications to have emerged skilled workers who can understand services staff and must take a flexible and since the invention of the printing and take advantage of the new meth- creative approach to recruiting and press and movable type. -
The Magisterium of the Faculty of Theology of Paris in the Seventeenth Century
Theological Studies 53 (1992) THE MAGISTERIUM OF THE FACULTY OF THEOLOGY OF PARIS IN THE SEVENTEENTH CENTURY JACQUES M. GRES-GAYER Catholic University of America S THEOLOGIANS know well, the term "magisterium" denotes the ex A ercise of teaching authority in the Catholic Church.1 The transfer of this teaching authority from those who had acquired knowledge to those who received power2 was a long, gradual, and complicated pro cess, the history of which has only partially been written. Some sig nificant elements of this history have been overlooked, impairing a full appreciation of one of the most significant semantic shifts in Catholic ecclesiology. One might well ascribe this mutation to the impetus of the Triden tine renewal and the "second Roman centralization" it fostered.3 It would be simplistic, however, to assume that this desire by the hier archy to control better the exposition of doctrine4 was never chal lenged. There were serious resistances that reveal the complexity of the issue, as the case of the Faculty of Theology of Paris during the seventeenth century abundantly shows. 1 F. A. Sullivan, Magisterium (New York: Paulist, 1983) 181-83. 2 Y. Congar, 'Tour une histoire sémantique du terme Magisterium/ Revue des Sci ences philosophiques et théologiques 60 (1976) 85-98; "Bref historique des formes du 'Magistère' et de ses relations avec les docteurs," RSPhTh 60 (1976) 99-112 (also in Droit ancien et structures ecclésiales [London: Variorum Reprints, 1982]; English trans, in Readings in Moral Theology 3: The Magisterium and Morality [New York: Paulist, 1982] 314-31). In Magisterium and Theologians: Historical Perspectives (Chicago Stud ies 17 [1978]), see the remarks of Y. -
Medical News
903 Medical News. ROYAL COLLEGE OF SURGEONS OF ENGLAND.—— At the meeting of the Council of this College on March 12the diplomas of M.R.C.S. were conferred upon the following two gentlemen who have passed the final examination of the Examining Board in England in Medicine, Surgery, and Midwifery and have complied with the by-laws :- Bertram Arthur Lloyd, Birmingham University ; and David Ranken. M.B., B.S. Lond., M.B., B.S. Durh., Durham University. UNIVERSITY OF CAMBRIDGE.-The following. degrees were conferred on March 7th :- M.D.—H. Beckton, Clare; and R. D. Smedley, Pembroke. M.B., B.C.-P. J. Verrall. Trinity. M.B.-S. P. Charr, Gonville and Caius ; The following were conferred on March 12the :- M.D.-H. Robinson and J. E. Spicer, Trinity; and A. E. Taylor,. Downing. 31.B., B.C.-P. H. Bahr, Trinity. M.B.-D. W. A. Bull, Gonville and Caius. B.C.-G. B. Fleming, King’s; G. Graham and C. W. Hutt, Trinity; T. C. Lucas, Clare; and H. H. Taylor, Pembroke. Mr. R. H. Biffen, M.A., of Emmanuel College, has been elected Professor of Agricultural Botany. Mr. C. L. Boulenger, B.A., King’s College, has been appointed assistant to the Superintendent of the Museum of Zoology. TRINITY COLLEGE, DUBLIN.-At the Final Examination in Medicine in Hilary term the following candi- dates were successful :- PART II. (Surgery).-William S. Thacker, John L. Phibbs, Thomas P. Dowley, and Alfred H. Smith. FOREIGN UNIVERSITY INTELLIGENCE.- Amsterdam : Dr. M. Van Londen has been recognised as privat-docent of Neurology.-Baltimore (University of Mary- land): Dr. -
OAKWOOD UNIVERSITY Faculty Handbook
FACULTY HANDBOOK OAKWOOD UNIVERSITY Faculty Handbook (Revised 2008) Faculty Handbook Page 1 FACULTY HANDBOOK Table of Contents Section I General Administration Information Oakwood University Mission Statement ........................................................................................... 5 Historic Glimpses .............................................................................................................................. 5 Accreditation ...................................................................................................................................... 5 Affirmative Action and Religious Institution Exemption .................................................................. 6 Sexual Harassment ............................................................................................................................. 6 Drug-free Environment ...................................................................................................................... 7 Establishment and Dissolution of Departments and Majors .............................................................. 8 Section II Policies Governing Faculty Functions Faculty Classifications ...................................................................................................................... 10 Academic Rank ................................................................................................................................. 11 Promotions ....................................................................................................................................... -
A Newsletter for Graduates of the Program of Liberal Studies Vol VI
% u S B A Newsletter for Graduates of the Program of Liberal Studies Vol VI No 1 University of Notre Dame January, 1982 The View from 318 Greetings from the Program - - its faculty, its students and staff (Mrs. Mary Etta Rees) - - in this New Year! It has "been a very full and lively year in and around 318. The return address on Pro gramma has already informed you that the Program did change its name. A simple change of dropping the word "General" was finally seen as most desirable, since it was helpful in avoiding misunderstandings of the Program "by misassociation and in maintaining continuity with the strong academic and personal tradition in education which the Program has represented at Notre Dame for the past thirty-two years. On the very occasion of changing the name, the faculty indicated that the change did not signify any departure at all from the traditions and characteristic emphases that have made the Pro- gram so successful a liberal educator. The logo you saw on the cover was .designed by Richard JHoughton, a junior in the Program, to mark the initiation of the new name. ""It was selected by the faculty from a number of proposals made by students, faculty and friends of the Program. The septilateral figure represents the traditional seven liberal arts of the trivium (logic, grammar and rhetoric) and the quadrivium (arithmetic, geometry, music and astronomy.) The liberal arts are the Program's approaches to the circle of knowledge, unified and unbroken. At the center of the Program's effort are the Great Books, the primary sources uoon which the liberal arts are practiced and in and through which genuine learning can be attained. -
Development of a Curriculum in the Early American Colleges Author(S): Joe W
The Development of a Curriculum in the Early American Colleges Author(s): Joe W. Kraus Source: History of Education Quarterly, Vol. 1, No. 2, (Jun., 1961), pp. 64-76 Published by: History of Education Society Stable URL: http://www.jstor.org/stable/367641 Accessed: 02/05/2008 14:31 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=hes. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org THE DEVELOPMENT OF A CURRICULUM IN THE EARLY AMERICAN COLLEGES Joe W. Kraus The early American colleges were smaller and poorer counter- parts of the universities of Great Britain, rather than indigenous institutions, and the mother country was the source of their cur- riculum. -
Recommendations of the Faculty Task Force for the Restructuring of the Division of Academic Affairs
FTF May 15, 2013 Recommendations of the Faculty Task Force For the Restructuring of the Division of Academic Affairs Introduction On March 1, 2013, the Provost, pursuant to the Chancellor’s request, formed two Task Forces to consider the optimal structure for the Academic Affairs Division: a Chairs Task Force and a Faculty Task Force. The Executive Committee of the Faculty Senate selected the members of the Faculty Task Force from nominations submitted by the colleges and key councils/committees of the Faculty Senate. The members were: Adriana Lopez-Ramirez - College of Arts, Humanities and Social Sciences Cynthia Daily - College of Business Kent Layton - College of Education Shannon Collier-Tenison - College of Professional Studies Matthew Gifford - College of Science Steve Minsker - College of Engineering and Information Technology John DiPippa - Law School (Chair) Karen Russ - Ottenheimer Library Thomas Clifton - Undergraduate Council Amanda Nolen - Graduate Council Andrew Wright - Faculty Senate Executive Committee Elisabeth Sherwin - Planning and Finance Committee Sarah Beth Estes – Academic Restructuring Liaison (non-voting member) Time Line The Task Forces were to review the existing Academic Affairs division structure and to recommend, by May 15, 2013 at least two new academic structures designed to: Enhance interdisciplinary collaboration to facilitate UALR’s timely response to the changing needs of the city, state and nation in terms of curricula, community engagement, and research. Implement an efficient academic structure that will result in cost savings allowing UALR to match available resources to strategic priorities. By April 23, 2013, the task forces submitted their preliminary recommendations to the Liaison who made them available to the campus community. -
P Phd in Pharma Aceutic Cal Scie Ences
PhD in Pharmaceutical Sciences Last modified July 13, 2010 The current Ph.D. in Pharmaceutical Sciences with specialization in Pharmacy graduate program is offered by the Department of Pharmaceutics. The departmental faculty has decided to use 'track' method for accommodating the diversityy of the Department's graduate population, its multi- and interdisciplinary. The focus of the Department of Pharmaceutics, whiich houses the Center for Drug Discovery, differs sufficiently from that of other departments as to justify a specialization. The uniqueness of the department is evident in present reesearch activities which encompass basic, applied and clinical investigations in the areas of Biopharmaceutics and Pharmacokinetics, Pharmaceutical Biotechnology, Pharmaceutical Analysis, Drug Delivery, and Drug Discovery. Specifically, Biopharmaceutics and Pharmacokinetics, encompasses the absorption, distribution, metabolism and excretion of drugs in animals and humans, and the relationship between drug concentration and effect; Pharmaceuutical Biotechnology includes molecular biology, immunology, and aspects of the delivery off peptide and protein drugs; Pharmaceutical Analysis involves the application of spectroscopy, chromatography, extraction, electrophoresis, immunoassays, and radioisotope assays to drug determination; Drug Delivery includes physical, biological and chemical approaches to drug delivery, formulation and evaluation of dosage forms; and Drug Discovery is associated with receptor-oriented/retrometabolic drug design, computer assisted drug design, chemical/physical approaches to controlled drug delivery, pharmacokinetic-pharmacodynamic correlation approach to improved therapeutic index. 1 Objectives of the Ph.D. Program Faculty Adjunct Faculty Governance Recruitment of Students Admission Procedures Financial Assistance Selection of Discipline for Degree and Major Professor Supervisory Committee Curriculum Qualifying Examination Final Examination Specific Requirements for the Master of Science in Pharmacy Degree The objectives of the Ph.D. -
The Status of Women Faculty in the Humanities and Social Sciences at Princeton University
The Status of Women Faculty in the Humanities and Social Sciences at Princeton University July 2005 Joan S. Girgus Special Assistant to the Dean of the Faculty Professor of Psychology Thanks to Bruce Draine (Astrophysical Sciences), Gilda Paul (Office of the Dean of the Faculty), Christina Paxson (Economics and the Woodrow Wilson School), and Virginia Zakian (Molecular Biology) for their help with the analyses, figures, and tables in this report, and Carolynne Lewis- Arévalo for her help with formatting and typing. The Status of Women Faculty in the Humanities and Social Sciences at Princeton University Executive Summary This report on The Status of Women Faculty in the Humanities and Social Sciences at Princeton parallels the report on The Status of Women Faculty in the Natural Sciences and Engineering that was issued in September 2003. The order of the topics and the time periods covered are identical in the two reports, in order to make it easier to think about the two reports in tandem. The following are the major points of the data on tenure-track women faculty in the Humanities and Social Sciences. The detailed data are contained within the report. • Representation of tenure-track women in the Humanities and Social Sciences Departments grew slowly, and not very steadily, over the decade between 1992 and 2002 (from 23.2% to 26.9%). In the Humanities, the percentage of tenured women increased from 17.3 % to 26.3%, while the percentage of women assistant professors actually declined from 50.0% to 41.0%. In the Social Sciences, there was a slight increase in the percentage of tenured women (from 15.7% to 17.6%) and a somewhat greater increase in the percentage of women assistant professors (from 25.9% to 34.0%). -
Student Power in Medieval Universities
• Student Power In Medieval Universities V. R. CARDOZIER Current student power efforts have precedent in medieval universities, pri marily at Bologna, which was a completely student-dominated university. The university government was composed of students only, except for the chancellor, a church appointee whose power was limited largely to awarding degrees. Professors were required to abide by student-approved regulations, to swear obedience to the (student) rector, and to follow procedures pre scribed by students in conduct of classes. Either by church or royal decree, students enjoyed privileges unknown today, such as freedom from taxation and military service, often freedom from arrest and trial in civil courts, and other considerations. URRENT A'ITEMPTS by university stu UNIVERSITY GOVERNMENT C dents to gain more control over their own affairs and over university govern Student power at Bologna evolved ment in general are not a new phenomenon. naturally from the circumstances under Their desire to influence curricula. course which the university developed. It began content, teaching methods, grading, selec as a collection of teachers who practiced tion and promotion of professors, to gain essentially as independent entrepreneurs. student representation on university gov Although the teachers formed guilds quite erning bodies, freedom from police inter early, these were informal and without vention in campus demonstrations, and power. complete self-determination of non-aca While almost all of the teachers were demic student life, all have precedents in Bolognese, most of the students were for medieval universities. eigners. To protect themselves from in The most complete student control of justices by the city and to provide other universities occurred at Bologna during services cooperatively, the students began the 13th and 14th centuries.