RESEARCH AND SCHOLARLY ACTIVITY Sample Clauses

RESEARCH AND SCHOLARLY ACTIVITY. Within the relevant time period evidence of scholarly and professional activity may include but is not limited to:
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RESEARCH AND SCHOLARLY ACTIVITY. Research and scholarship are expected of Members in the Teaching-Research-Service workload stream. To demonstrate performance in research and scholarship, candidates for promotion and tenure in the Teaching-Research-Service workload stream must supply an explanatory cover letter, current curriculum vitae, and other supporting documentation including copies of publications, papers presented at scholarly conferences, and other materials selected by the candidate. Relevant material to be assessed may include, but is not limited to: Publications  Books, chapters in books, or encyclopedia entries  Papers in academic journals or conference proceedings  Textbooks or chapters in textbooks  Pedagogical materials such as website resources, mobile or computer applications, and video recordings  Other published works derived from the person’s scholarly expertise. These may include, among other possibilities: o Case studies o Technical reports o Computer software and documentation o Research reports and briefs to government or other agencies o Translations of scholarly and creative work o Literary and artistic works appropriate to one’s discipline Other Scholarly and Professional Activities:  The application for and receipt of research grants, both internal and external  The receipt of scholarly awards  Presentation of papers or posters at academic conferences  Invited lectures given on scholarly occasions  Substantial scholarly citations and other testimony of scholarly influence  Articles and other work in progress  Other work deriving specifically from one’s scholarly and/or professional expertise, including but not restricted to the following: o Keynote addresses at conferences or symposia o Election to academic or professional societies or positions o Consulting work which contributed to one’s discipline or profession o Preparation of radio, television, or other media program(s) o Field work which contributed to one’s discipline o Research carried out on research contract
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RESEARCH AND SCHOLARLY ACTIVITY. Physical Plant: Xxxxxx Research Center Opened in 1991 60,000 square ft. facility for small and large animal investigations Departmental Personnel: 2 Ph.D. physiologists 1 full-time research program manager 1 full-time clinical research nurse; 3 full-time research coordinators 2 full-time lab technicians 1 full-time administrative assistant (clinical/basic science Undergraduate research associate program Research Summary The Mission of the division of Emergency Medicine Research at Carolinas Medical Center is “to research ways to diagnose and treat life threatening illnesses.” As a result, the scope of interests ranges from social science to cell physiology. Clinicians in the department tend to research disease entities or organ systems relevant to acute care. The individuals who were able to provide a description of their research activities are listed alphabetically below. Areas of Interest Xxx Xxxxxx, MD – Diagnosis and treatment of acute coronary syndromes Xxxx Xxxxx, MD – Diagnosis and treatment of pulmonary embolism, pulmonary vascular biology and cardiac sequela of massive pulmonary embolism Xxxx Xxxxx, PhD – Cardiac function in experimental massive pulmonary embolism Xxxx Xxxxxxxx, PhD – Role of chemokines in neutrophil-induced lung injury in pulmonary embolism Xxxxx Xxxxx, MD – Ultrasound diagnostic methods Xxxxxx Xxxxxx, MD – Stroke and traumatic brain injury Xxxxxxx Xxxxxxxx, MD – Infectious disease surveillance Xxxx Xxxxxx, MD – Ultrasound applications Xxxxx Xxxxxxxx, MD – Contrast Nephropathy Published Resident Academic Projects Xxxxx Xxxxxx (2006 Grad) Prospective comparative trial of endovaginal sonographic bimanual examination versus traditional digital bimanual examination in nonpregnant women with lower abdominal pain with regard to body mass index classification Xxxxxxxxxxx Xxxxx (2006 Grad) Ocular surface distribution and pharmacokinetics of a novel ophthalmic 1% azithromycin formulation. Angel Rochester (2006 Grad) Needle thoracostomy for tension pneumothorax: failure predicted by chest computed tomography Xxxxxxx Xxxxx (2006 Grad) Emergency clinician-performed compression ultrasonography for deep venous thrombosis of the lower extremity. Xxxxxxx Xxxxxxx (2007 Grad) Determination of the effect of in vitro time, temperature, and tourniquet use on whole blood venous point-of-care lactate concentrations Xxxxxxx X’Xxxxxx (2007 Grad) Emergency clinician-performed compression ultrasonography for deep venous thrombosis of the lower extremity X...
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RESEARCH AND SCHOLARLY ACTIVITY. 8.1. As part of your duties, you will normally be expected to engage in research and scholarly activity. The nature and extent of this will vary with the nature of the subject(s) you teach and the full range and balance of your duties and other commitments. In this context, 'scholarly activities' includes the production of books, contributions to books, articles and conference papers, and is to be construed in the light of the common understanding of the phrase in higher education.
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RESEARCH AND SCHOLARLY ACTIVITY. Definition Factors intrinsic to the process of academic research and scholarly activity such as honest error, conflicting data, or differences in interpretation or assessment of data or of experimental design or practice do not constitute fraud or misconduct. Fraud and misconduct in academic research and scholarly activity includes: fabrication, falsification, or plagiarism; failure to recognize by due acknowledgement the substantive contributions of others, including students, or the use of unpublished material of others without permission, or the use of archival materials in violation of the rules of the archival source. (This applies to the use of any work produced by others in all formal and informal teaching materials.); failure to obtain the permission of the author before making significant use in any publication of new information, concepts or data obtained through access to manuscripts or grant applications during the peer review process; attribution of authorship to persons other than those who have participated sufficiently in the work to take public responsibility for its intellectual content; submission for publication of articles originally published elsewhere except where it is clearly indicated in the published work that the publication is intended to be a republication: material failure to meet other relevant federal or provincial statutes or regulations for the protection of researchers, human subjects, or the health and safety of the public, or for the welfare of laboratory animals; material failure to meet other relevant legal requirements that relate to the conduct or reporting of research and scholarly activity; failure to reveal material conflict of interest to sponsors or to those who commission work, or when asked to undertake reviews of research grant FRAUD MISCONDUCT IN ACADEMIC
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RESEARCH AND SCHOLARLY ACTIVITY applications or manuscripts for publication, or to test products for sale or for distribution to the public. Nothing in Article shall be construed to restrict the academic and artistic freedom of creative artists.
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RESEARCH AND SCHOLARLY ACTIVITY. The University shall, where practicable, take disciplinary action against employees or students who make unfounded allegations of fraud or misconduct in academic research and scholarly activity misconduct which are reckless, malicious or not in good faith. If the University’s investigation or the arbitration board sustains an accusation of fraud or misconduct in research, and if that research is funded by an outside agency or has been published or submitted for publication, the Principal shall inform the agency or publisher concerned of the decision, as well as the Association and the complainant and respondent. In any event, if the outside agency or publisher has been informed of the proceedings before a judgment has been rendered, the Principal shall send a copy of the decision of the University administration to the agency or publisher concerned. Conflict of Interest For the purposes of this Article, "immediate family member" means a spouse, partner, parent, child or sibling. An actual or apparent conflict of interest arises when a Member is placed in a situation where his or her personal interest, financial or other, or that of an immediate family member or of a person with whom there exists, or has recently existed, a personal, intimate relationship, conflicts, or appears to conflict, with his or her responsibility to the University as defined in Article Members are expected to avoid actual conflicts and apparent conflicts of interest. No Member shall knowingly participate in any decision that directly and preferentially benefits the Member, or any individual with whom the Member has an immediate familial, sexual or financial relationship, except in accordance with the provisions of Article The existence of an actual or apparent conflict of interest does not necessarily preclude the involvement of the individual in the situation where the conflict has arisen, or may arise, but it does require that the conflict be formally disclosed in writing to the person to whom the Member reports before any action or decision is taken. Where the person to whom the Member reports also has an interest in the matter, the disclosure shall be made in writing to the person at the next level of authority. The person to whom the Member reports, following the receipt of the disclosure under Article and after consultation with the Member and any other appropriate persons, shall determine whether a conflict, actual or apparent, exists, and determine an appropriate way to deal...
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  • University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. 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  • Objective and Scope 1. The Parties shall aim at the liberalisation of current payments and capital movements between them, in conformity with the commitments undertaken in the framework of the international financial institutions and with due consideration to each Party's currency stability.

  • Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members.

  • Professional Development Activities Professional development activities are activities initiated by individual faculty members or groups of faculty members and may include attendance at conferences, workshops or seminars which facilitate the following:

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

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