Faculty Development and Support

The support of NIH grant NS1058-01, the Andrew W. Mellow Foundation, and the Johns Hopkins University Faculty Development Award are gratefully acknowledged. 

SUPPORT FOR THE DEVELOPMENT AND IMPLEMENTATION of new courses and laboratories in materials science is available through National Science Foundation programs in both the Division of Undergraduate Education and the Division of Materials Research. The Division of Undergraduate Education has separate programs targeting laboratory, curriculum, and faculty. 

To make the connection between chemistry and engineering more immediate, we have developed, with support from Rensselaer s administration, the General Electric Foundation, and NSF, a two-semester freshman course that emphasizes solid-state chemistry and materials science and that is now taken by all of our engineering freshmen. The course is cotaught by faculty from the chemistry and materials engineering departments, and is in the truest sense a cooperative venture. Here we briefly summarize our motivations for moving in this direction and outline the course as it is now constituted. 

The author s research work on photochemistry of free radicals has been supported by US National Science Foundation, ACS Petroleum Research Fund, Camille and Henry Dreyfus Foundation, A. P. Sloan Foundation, and UC Regents Faculty Fellowships and Faculty Development Award. 

Acknowledgement KM acknowledges financial support from National Science Foundation (CHE 07-15494). TP acknowledges financial support from Duquesne University (start-up fund and faculty development fund) and National Science Foundation X-ray facility grant (NSF CRIF 0234872). 

Acknowledgments We thank the Manitoba Department of Natural Resources, Dave Roberts, and Al and Gerry Johnson for assistance in the field. This research was supported by a Western Oregon University Faculty Development Award to M.RL. 

Financial support for this work was provided by NASA Lewis Research Center, and by IBM through a Faculty Development Award to one of the authors (D.A.S.). 

Financial support of the experimental work by the North Carolina State University Faculty Research and Professional Development Fund is gratefully acknowledged. The assistance of Gregory Miller in obtaining vapor pressurelowering data is appreciated. 

Considerable dialogue and collaboration between faculty members in the science and mathematics departments at UWG resulted in the development of a National Science Foundation (NSF) STEM Talent Expansion Program (STEP) proposal to address the retention of students in the STEM disciplines and at the institution. This project included first-year learning communities (LCs), summer research experiences, additional in-class and out-of-class support using peer-lead team learning and/or supplemental instruction, and faculty development for participating STEM faculty members. As the centerpiece of the first-year LCs, three seminar courses were developed and will be the focus of this chapter. Here, we describe three first-year seminars, each of which addresses different facets of first-year STEM student success and report on the successes and challenges this model presented for both students and faculty members. 

Specific strategies recommended in the second Report included curricular reform, documentation of pharmacist-patient-physician interactions, medication-use information systems, clinical training in non-ins-titutional sites, and faculty development. These strategies provided guidance and supported the work of the American Association of Colleges of Pharmacy s Commission to Implement Change in Pharmaceutical Education and its Center for Advancement of Pharmaceutical Education. 

This work was supported in part by grants from the Robert A. Welch Foundation and NIH (Houston), the Research Corporation and the Petroleum Research Fund as administered by ACS (Tennessee Tech). SAA is the recipient of an NSF Presidential Young Investigator Award and a Dreyfus Grant for Young Faculty in Chemistry. SHN is the recipient of an NIH Career Development Award. JAM is an Alfred P. Sloan Fellow and is the recipient of NIH Career Development and Dreyfus Teacher-Scholar Awards. 

JFO thanks Dr. R. D. Harcourt, Dr. R. Kobayashi and Dr. D. J. D. Wilson for helpful advice and information, and Professors M. and B. P. Winnewisser for providing relevant publications Swinburne University of Technology and its Faculty of Information and Communication Technologies through a Research and Development Grant supported his visit to Melbourne to conduct this project, and the Australian Partnership for Advanced Computing provided use of the National Supercomputing Facilities. 

This work was supported by grants HL 40056 and HL 30400 from the National Institutes of Health. Dr D.j. Fitzgerald is a recipient of a Pharmaceutical Manufacturer s Foundation Faculty Development Award. Dr G.A. FitzGerald is an Established Investigator of the American Heart Association. 

Wadsworth, E. B. (1999). Faculty development programs in support of multicultural education. In J. Q. Adams J. R. Welsch (Eds.), Cultural diversity Curriculum, classroom, and climate issues (pp. 457-462). Macomb, IL Illinois Staff and Curriculum Developers Association. 

Thanks to the National Science Foundation (Grants DUE-0231120, 0618746, 0618758, and 0618800) for its support of the Process Oriented Guided Inquiry Learning (POGIL) project, which fosters the dissemination of guided-inquiry materials and encourages faculty to develop and use student-centered approaches in their classrooms. 

We thank Jean Carr, Keith Hamilton, Steven Robbins, Patricia Buerger and her colleagues at Hickorybrook Farm and 37 dog owners whose generous assistance made this research possible. Supported by two Beaver College Faculty Development Fund Awards. 

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