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2012 - ATE Annual Meeting Pages: unavailable || Words: 636 words || 
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1. True, Charlene., Goodin, Terry. and Butler, Kyle. "Faculty Mentoring at the University Level: Modeling professional development and faculty learning communities for teacher education candidates." Paper presented at the annual meeting of the ATE Annual Meeting, Hyatt Regency Riverwalk Hotel, San Antonio, Texas, Feb 11, 2012 Online <PDF>. 2019-09-22 <http://citation.allacademic.com/meta/p524403_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: Although successful careers lie with individuals, we all need strong mentors. Discussions will include the need for P-16 mentoring and the importance of modeling mentoring strategies to teacher candidates.

2012 - Eighth Annual Congress of Qualitative Inquiry Words: 137 words || 
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2. Xue, Mo. "A Critical Literature Review of Case Studies of International Faculty and Women Faculty" Paper presented at the annual meeting of the Eighth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 16, 2012 <Not Available>. 2019-09-22 <http://citation.allacademic.com/meta/p557436_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: International women faculty with dual identity as both a female and a racial minority member have always been underrepresented and understudied in educational research. Review of previous literature shows that there are only two case studies of international faculty and four case studies of women faculty. Although these case studies, to a certain extent, contribute to the knowledge of international faculty and women faculty, they do have some shortages either in contents or in methodology. Besides, no case studies have been done to particularly address international women faculty. All these demonstrate that there is a good and strong rationale for carrying out qualitative case studies of international women faculty, especially of those tenured international women faculty to examine how they obtain the tenure, promotion, or even a leadership position by overcoming racial, gender, cultural, or other barriers.

2015 - Eleventh International Congress of Qualitative Inquiry Words: 141 words || 
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3. Flanigan, Kelly. and Goodwin, Sheilia. "Seamlessly Transitioning Registered Nurses to the Nursing Faculty Role to Decrease the Nursing Faculty Shortage" Paper presented at the annual meeting of the Eleventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 20, 2015 <Not Available>. 2019-09-22 <http://citation.allacademic.com/meta/p992074_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines factors that affect transitions of clinical nurses into the role of nursing faculty. A major influence of the current nursing shortage is the shortage of qualified nursing faculty members. Schoening’s Nurse Educator Transition (NET) Model frames this study. The guiding question for this study is “What barriers do new faculty members in a 3-year nursing diploma program perceive as prohibitive to transitioning from the disorientation phase on the Nurse Educator Transition Model, to the subsequent phases of the model?” The study uses a phenomenological qualitative approach with in-depth interviews. Data is transcribed into Microsoft Word and thematic analysis is completed. By identifying the barriers to transitioning into a new role, nursing educational institutions can identify methods of recruiting and retaining nursing faculty members that will sustain in the role, which may ultimately decrease the national nursing faculty shortage.

2003 - International Communication Association Pages: 30 pages || Words: 7662 words || 
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4. Staiger, Janet., Stout, Patricia. and Jennings, Nancy. "Promotion and Senior Women Faculty: A Study of the Status of Tenured Faculty Women" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 Online <.PDF>. 2019-09-22 <http://citation.allacademic.com/meta/p111916_index.html>
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.

2003 - American Sociological Association Pages: 20 pages || Words: 5051 words || 
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5. Ferguson, Warren., Keller, David. and Haley, Heather-Lyn. "Developing Culturally Competent Community Faculty: A Faculty Development Model" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 Online <.PDF>. 2019-09-22 <http://citation.allacademic.com/meta/p107361_index.html>
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.

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