Responding to the Need for Faculty Development: A Survey of U.S. and Canadian Dental Schools
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The Office of Professional Development at The University of Texas-Houston Health Science Center Dental Branch was established in November 1996 in order to meet the professional development needs of the faculty, staff, and administration. Although other dental schools share similar needs, our research revealed no study to determine how dental schools managed their faculty development needs. Therefore, a preliminary survey to collect data about offices similar to ours was developed and sent to the deans of fifty-four U.S. schools including Puerto Rico and ten Canadian schools. Thirty-seven schools (58 percent) responded, and it was determined that five schools (14 percent) had Offices of Professional Development and seven (19 percent) had Offices of Faculty Affairs. Based on these results, an expanded follow-up survey was conducted. The respondents were asked to indicate 1) which entity within the school was primarily responsible for handling faculty development, and 2) which entity actually sponsored each of eighteen faculty development activities. With a response from thirty-three U.S. schools (61 percent) and six Canadian schools (60 percent), six administrative structures (models) for faculty development were identified: 1) Office of Academic Affairs, 2) Departmental Chair, 3) a Faculty Development Committee, 4) an Office of the Dean, 5) an Office of Faculty/Professional Development, and 6) Other Resources.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it