Sentence examples for faculty progress from inspiring English sources
This program provided means to monitor faculty progress, thus providing objective data to facilitate the promotion process [ 15]. eGrants has now been replaced by a more comprehensive set of tools [ 13].
Especially important topics include "what works" in medical/dental PBL professional development, research-based instruments to assess student learning and faculty progress, and the value of flexible versus more structured pedagogical approaches.
Rather, as a tool developed in the context of an assessment-development program specifically to monitor faculty progress in their self-reported awareness, attitudes, and practices, it is likely to be most useful in providing feedback on assessment-development programs geared toward faculty members with limited assessment experience.
For example, the University of California has two advancement systems for tenure-track faculty that progress in parallel.
The beauty of online platforms is that they help students (and faculty) track their progress.
Issues of faculty integration, academic progress of satellite doctors, and "brand" preservation, (all raised by a minority of department leaders), would be worth further investigation as they pertain to academic identitity.
The fallout from the incidents has jolted this campus in an era when many students and faculty believed that the progress of African-Americans nationwide have made such discussions passé.
Second, he believes that each postdoc should have "a committee similar to the one we have for our graduate students... three or four faculty who track their progress all the way through their career...
Students need basic resources such as access to computers, primary literature, and faculty mentors to make progress in science.
At present, HTC administrators use the HRHIS to more closely monitor student progress and faculty composition and obtain timely and accurate data on student admissions and dropouts as well as faculty-student ratios and training specializations.
The survey was designed with two specific objectives: First, we sought to measure the "prevalence of discontent" by asking faculty about their career progress and their intent to leave academic medicine.
