Sentence examples for faculty observations from inspiring English sources

Faculty observations suggest that a time investment is needed to gain familiarity with using the bioinformatics tools before students can begin to ask their own questions, feel comfortable in interrogating the data, and gain confidence in their own analytical abilities.

Based on unstructured interviews with health workers, data gathered and faculty observations, we believe the curriculum and training provided in the trauma workshops has been helpful in upgrading the skills and number of trauma health workers in eastern Myanmar.

Analyses of the reported faculty incentives for sustaining a CURE (Table 5 and Figure 6) indicate strong personal commitment on the part of the faculty to providing research experiences for students, grounded in faculty observations that this approach enhances student learning.

Please follow the Faculty Observation Checklist for this meeting.

Proficiency is achieved through repetition and experience; faculty observation and instruction is unfortunately often limited.

Faculty observation and mentoring of graduate student instructors in all departments and instructional programs are important to their training as teachers and to ensuring that the educational goals of the course are met.

Similarly, Holmboe et al. (2010) state that in fact "… we know very little about effective faculty observation skills and behaviors".

For this initial 3-year pilot phase of this elective clerkship, assessment of student performance relied primarily on direct faculty observation and feedback.

For example, it covers some aspects that are not necessary for faculty observation programs, such as whether an instructor uses instructional artifacts (e.g., a laser pointer or computer; Hora et al., 2013) and fails to capture others that are needed, such as whether an instructor encourages peer discussion along with clicker questions (Mazur, 1997; Smith et al., 2009, 2011).

Similarly, our population consisted primarily of chemistry and biology faculty members; observations of a greater variety of STEM faculty members are needed.

Dr. Hurley attended each workshop, tracked numerous aspects of interactions of workshop participants and workshop faculty using observation protocols designed for this purpose, observed individual workshop participants as they "student taught" the rest of the group, and observed question/answer sessions between the workshop participants and visiting CREATE students or faculty.