One of the members of the U.S. Education Department's task force on undergraduate education warned recently that colleges and universities must take a long - range view of
faculty development because they will have to hire as many as 500,000 new faculty members in the next 25 years.
Not exact matches
Approximately equal numbers of women and men enter and graduate from medical school in the United States and United Kingdom.1 2 In northern and eastern European countries such as Russia, Finland, Hungary, and Serbia, women account for more than 50 % of the active physicians3; in the United Kingdom and United States, they represent 47 % and 33 % respectively.4 5 Even in Japan, the nation in the Organisation for Economic Co-operation and
Development with the lowest percentage of female physicians, representation doubled between 1986 and 2012.3 6 However, progress in academic medicine continues to lag, with women accounting for less than 30 % of clinical
faculty overall and for less than 20 % of those at the highest grade or in leadership positions.7 - 9 Understanding the extent to which this underrepresentation affects high impact research is critical
because of the implicit bias it introduces to the research agenda, influencing future clinical practice.10 11 Given the importance of publication for tenure and promotion, 12 women's publication in high impact journals also provides insights into the degree to which the gender gap can be expected to close.
These estimates are necessarily approximate
because different facilities count
faculty and staff positions in different ways, and the cost of a facility may or may not include the cost of site
development or base camps.
The transition has also been made easier
because I'm surrounded by talented people in leadership roles at the school, including the administrative dean, Bob Fogel, and the associate deans — Jack Jennings for finance; Daphne Layton for curriculum and
faculty appointments; Bill McKersie for
development; and Jim Stiles, for degree programs.
Because professional
development for teachers has historically taken the form of coursework, advanced degree programs, and workshops, teacher - education
faculty will be faced with another stiff challenge.
Educationally, the
faculty believes it is a good thing,
because it allows for some common planning time and embedded professional
development, Amaral said about the slightly longer day.
Because professional
development has historically taken the form of coursework, advanced degree programs, and workshops that are led by teacher education
faculty, this change will be another stiff challenge to the status quo.
Because of the
faculty's training and on - going professional
development in the field of Mind, Brain, and Education Science, St. Andrew's teachers better know how all students learn.
The word «flipped» sounds gimmicky, which is unfortunate
because it is not... Flipping leadership is about being an instructional leader who co-constructs meaningful
faculty meetings with staff that are more like professional
development sessions than a wasted hour talking about dates, mandates and accountability.