The Surprisingly Empty Feeling of Getting Full: Contemplations on the Contradictory Nature of Full Professorship—Margaret Kovach/Bonnie Stelmach

2020 ◽  
pp. 51-65
Author(s):  
Margaret Kovach ◽  
Bonnie Stelmach
Keyword(s):  
Full Professorship

scholarly journals 587. Equity in academic advancement: findings from an IDSA-sponsored survey of infectious disease physicians

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S357-S357
Author(s):  
Jennifer Manne-Goehler ◽  
Douglas Krakower ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Wendy Stead
Keyword(s):  
Poisson Regression ◽  
Women In Leadership ◽  
Full Professor ◽  
Academic Advancement ◽  
Full Professorship ◽  
Research Survey ◽  
Time Work ◽  
Academic Faculty ◽  
Part Time ◽  
Part Time Work

Abstract Background Recent evidence has shown substantial disparities in the rate of advancement to full professorship among women as compared to men faculty in academic infectious diseases (ID). We sought to identify barriers to academic advancement overall and by gender among faculty physicians in this field. Methods We conducted a web-based survey of academic faculty in ID. The survey was made available to the IDWeek2019 attendees and digitally via email and social media to the IDSA membership at large from 9/18/19 – 11/8/2019. The survey assessed demographic characteristics and barriers to faculty advancement and achievement, building on prior research. Survey themes included faculty promotion track, part-time work history and a suite of questions about workplace atmosphere and policies related to career advancement. Multivariable Poisson regression models were used to evaluate the association between these factors and full professorship. Results Of 1,036 respondents, 790 were retained in the final dataset [Men: 322 (40.7%), Women: 458 (58.0%), Other: 10 (1.3%)]. 352 respondents were Instructors or Assistant Professors (38.5%), 198 were Associate Professors (25.1%) and 240 were Full Professors (30.4%). Fewer women reported that their promotion process was transparent (57.4% v. 67.6%, p=0.004) and more women Full Professors felt they had been “sponsored” compared to men at their same rank (73.3% v. 53.6%, p=0.002). In regression analyses (Table 1), gender, publications and clinical trial leadership were significantly associated with full professor rank and promotion transparency and NIH grants emerged as possible correlates of this outcome. Salary support, part-time work, women in leadership, faculty promotion track and sponsorship were not associated with this outcome. Table 1. Results of Poisson regression analysis Conclusion Sponsorship and transparency of promotion criteria differed by gender and emerged as potentially important factors associated with full professorship in academic ID. Future policies to promote equity in advancement should address these issues. Disclosures All Authors: No reported disclosures

PEDIATRICS AND MENTAL RETARDATION—A CONTINUING CHALLENGE

PEDIATRICS ◽  
1974 ◽  
Vol 54 (4) ◽  
pp. 486-488
Author(s):  
Harry H. Gordon
Keyword(s):  
New York ◽  
General Practice ◽  
Mental Retardation ◽  
Child Care ◽  
Graduate School ◽  
Memorial Hospital ◽  
Chief Of Staff ◽  
Full Professorship ◽  
American Academy Of Pediatrics ◽  
Northwestern University

It is high privilege to participate in a ceremony in which the American Academy of Pediatrics honors the memory of one of its founders and most illustrious Fellows. The C. Anderson Aldrich Award for 1973 is presented to Dr. Gunnar Dybwad, Professor of Human Development at the Florence Heller Graduate School of Advanced Studies in Social Welfare, Brandeis University. The Award is made for Dr. Dybwad's contributions to the development of children, particularly those with mental retardation. Inherent in his choice as awardee by the Section on Child Development of the Academy is recognition of mental retardation as a disability in development, one that is subject to change with time, either amelioration or deterioration, depending in a major way on the child's social surroundings. It is to these latter that Dr. Gunnar Dybwad has particularly addressed himself. For the benefit of younger members and guests of the Academy, a few biographical notes seem in order about Dr. Aldrich who died 25 years ago. Born in Plymouth, Massachusetts, in 1888, Dr. Aldrich received his early education in Boston and New York; his college and medical school degrees at Northwestern University. After general practice in Winnetka, Illinois, for five years, he limited his practice to pediatrics. While in practice, he worked at the Children's Memorial Hospital of Chicago rising to a full Professorship at Northwestern University, and succeeding Dr. Joseph Brenneman in 1941 as Chief of Staff at the Children's Memorial Hospital. In 1944 he moved to Rochester, Minnesota, and founded the Rochester Child Health Institute, interested in research on the development of normal infants and children and in a program of delivery of child care to an entire community.

scholarly journals Reflections on growing leadership capacity through formal training and mid-career peer connections

2020 ◽  
Vol 10 (4) ◽  
pp. 886-889
Author(s):  
Leslie R M Hausmann ◽  
M Scott DeBerard
Keyword(s):  
Learning Community ◽  
Peer Mentoring ◽  
Associate Professor ◽  
Leadership Capacity ◽  
The Other ◽  
Formal Training ◽  
Career Changes ◽  
Full Professorship ◽  
Career Opportunities ◽  
Leadership Institute

Abstract In this commentary, two alumni of the 2018 Society of Behavioral Medicine Mid-Career Leadership Institute reflect on their experiences in the year-long program. Each was at different stages of their career and went into the program for different reasons. One was seeking purpose and direction after being promoted to Associate Professor. The other had been awarded full professorship and was contemplating a career move into administration. Assigned to the same learning community within the institute, they stayed in touch through monthly peer-mentoring calls over the course of the year. These calls both reinforced what they learned during the leadership institute and provided a forum for brainstorming how to maximize their career opportunities and traverse their distinct career challenges. Both have since gone through significant career changes, thanks to the validation, inspiration, and support provided by the leadership institute. Both continue to reap the benefits from participating in the leadership institute as they navigate the new and exciting landscape of their changing careers.

scholarly journals Sex Differences in Faculty Rank and Leadership Positions Amongst Hematologists and Oncologists in United States: A Cross-Sectional Study

Blood ◽  
2019 ◽  
Vol 134 (Supplement_1) ◽  
pp. 3399-3399
Author(s):  
Irbaz Riaz ◽  
Rabbia Siddiqi ◽  
Umar Zahid ◽  
Urshila Durani ◽  
Kaneez Fatima ◽  
...  
Keyword(s):  
United States ◽  
Sex Differences ◽  
Clinical Experience ◽  
Program Directors ◽  
Leadership Positions ◽  
H Index ◽  
Full Professorship ◽  
Adjusted Model ◽  
Stratified Analysis ◽  
Multivariable Adjusted Model

Introduction: We have previously reported underrepresentation of female faculty at senior academic ranks in hematology/oncology (H/O). In this analysis we aimed to investigate the influence of sex in attaining leadership positions amongst academic hematologists/oncologists in United States. Methods: Faculty members were identified at 146 H/O fellowship programs listed on fellowship and residency electronic interactive database (FREIDA.) Data was collected on demographics, academic rank and research output using Doximity and Scopus databases. We compared the unadjusted characteristics of men and women by using two-sided t-tests and χ2 tests where appropriate. In primary analysis, logistic regression models were used to evaluate sex differences on probability of having full professorship (versus assistant and associate professorship) and of achieving leadership positions including division chief, Program Director (PD) and Associate Program Director (APD). Adjusted models included the following variables: clinical experience in years, number of publications, h-index, appointment at top 20 hospital, clinical trial investigator status and National Institutes of Health funding. Stratified analysis was performed adjusting for duration of clinical experience (≤15 vs >15 years) Results: Fewer women were full Professors (21.9% vs 78.1%), division chiefs (16.7% vs 83.3%), and PDs (30.5% vs 69.5) but the number was similar for Associate Program Directors (47.1% vs 52.9%). In a univariate unadjusted model, women were less likely to be full professors compared to men (OR 0.39; 95% confidence interval [CI], 0.31-0.48; P<.001). However, in the multivariable adjusted model no statistically significant sex difference in full professorship was found (OR 1.05; 95% CI 0.71, 1.57; P=.85; Table). The likelihood of full professorship was positively associated with clinical experience in years, number of first/last author publications, h-index, and being a primary investigator on at least one clinical trial.In a univariate unadjusted model, women were less likely to be division chiefs as compared to males (OR 0.35; 95% CI, 0.16, 0.80; P=.01). However, in the multivariable adjusted model, there was no statistically significant sex difference in achieving the position of division chief (OR 0.57; 95% CI 0.20, 1.58; P=.28; Table). No significant difference was found between females and males for being program directors or associate program directors in both univariate and multivariate analysis. Similarly, a stratified analysis adjusting for duration of clinical experience (≤15 vs >15 years) found no significant sex differences in attaining leadership position (Table) Conclusion: We found that women are underrepresented at higher academic ranks and in leadership positions in hematology/oncology, but that sex is not a significant negative predictor to women obtaining leadership positions after correcting for traditional predictors of academic success. However, "non-traditional" and therefore less measurable and analyzable factors such as networking, mentorship, sponsorship, gender bias, balancing work and home responsibilities and many others may contribute and should be further investigated. Disclosures No relevant conflicts of interest to declare.

E. A. C. L. E. (Ted) Scheipe (1924-1985) — a biography

Bothalia ◽  
1986 ◽  
Vol 16 (1) ◽  
pp. 97-109 ◽  
Author(s):  
E. G. H. Oliver
Keyword(s):  
Nature Conservation ◽  
Cape Town ◽  
Ad Hominem ◽  
Full Professorship ◽  
University Of Cape Town ◽  
The University

Prof. E.A.C.L.E. Scheipe was born in Durban on 27 July 1924 and died in Cape Town on  12 October 1985. He studied at the University of Natal and at Oxford, England. He was awarded an M.Sc. (S. Afr.) for a thesis on the ecology of the Natal Drakensberg and a D. Phil. (Oxon.) for a thesis on the ecology of bryophytes. For a brief period he was Curator of the Fielding Herbarium, Oxford. In  1953 he was appointed Lecturer in Botany at the University of Cape Town, until in  1973 he was awarded a full professorship (ad hominem) and the title of Director of the Bolus Herbarium. Here he established a school of taxonomy and promoted  22  theses. His main fields of research were the taxonomy and phytogeography of Pteridophyta (especially African groups) and of Orchidaceae.He has  112 publications to his credit and collected over 7 000 numbers in various regions of Africa, in Europe and the Himalayas. He was a keen gardener and was active in several societies promoting horticulture, orchidology and nature conservation. He was a member of several scientific committees and was repeatedly honoured for his work.Three children were born from his marriage to Sybella Gray, also a botanist.

Fight for Employment

2018 ◽  
pp. 252-268
Author(s):  
Robert E. Lerner
Keyword(s):  
Full Professorship ◽  
One Year ◽  
Academic Year

This chapter details Ernst Kantorowicz's struggle for employment at Berkeley from the winter of 1939 until the spring of 1945. For three successive academic years he faced unemployment until he was rescued at the last minute by one-year appointments. For the academic year 1943–44, Kantorowicz did not even gain a one-year appointment but supported himself by teaching for the army. In 1944–45 came another one-year appointment at Berkeley, but this one was made on the presumption that he would then move a year later into the chair of William A. Morris. That was no guarantee, but in May 1945 Kantorowicz was finally awarded a tenured full professorship.

The Thirty-Third Maudsley Lecture: Trends in Child-Psychiatry

1959 ◽  
Vol 105 (440) ◽  
pp. 581-593 ◽  
Author(s):  
Leo Kanner
Keyword(s):  
United States ◽  
Child Psychiatry ◽  
Theory And Practice ◽  
Child Psychiatrist ◽  
Full Professorship ◽  
Johns Hopkins University ◽  
Psychiatric Theory ◽  
To Receive ◽  
Adolf Meyer

Too deeply moved to search for originality of expression, I hope that you will allow me to fall back on some of the well-worn phrases in acknowledging the honour conferred on me when I was chosen to be this year's Maudsley lecturer. My reaction was summarized in my reply to the notice which reached me in May, 1957. I wrote: “I accept amidst an understandable struggle between pride and humility. The name ‘Maudsley Lecture’ has an almost hallowed connotation among my professional contemporaries, and this invitation comes to me as a sort of crowning acme of my career.” I am delighted to share my laurels with the Johns Hopkins University, which I joined exactly thirty years ago at the call of Adolf Meyer, whose gigantic contributions to psychiatric theory and practice were attested by the Royal Medico-Psychological Association when he was nominated to be the fourteenth Maudsley Lecturer in 1933. In going over the list of my illustrious predecessors in this series of addresses, beginning with Sir James Crichton Browne and Sir Frederick Mott, I find that I am the second United States psychiatrist to receive so great a distinction. I am certain that I voice the sentiments of my University when I say that it considers this event as an added and happily displayed feather in its richly decorated cap. The Johns Hopkins University has recognized the growing importance of child psychiatry by creating a full professorship in this discipline, and I am pleased to be the symbol of this recognition. And now your Association has indicated its desire that I speak as a child psychiatrist “as this specialty has not been covered in a Maudsley Lecture before”. To have been selected as the first spokesman for child psychiatry in this group is a thrilling experience laden with heavy responsibilities.

scholarly journals 875. Sex Differences in Academic Achievement and Faculty Rank in Academic Infectious Diseases

2018 ◽  
Vol 5 (suppl_1) ◽  
pp. S26-S26 ◽  
Author(s):  
Jennifer Manne-Goehler ◽  
Neena Kapoor ◽  
Daniel Blumenthal ◽  
Wendy Stead
Keyword(s):  
Infectious Disease ◽  
Academic Achievement ◽  
Sex Differences ◽  
Infectious Diseases ◽  
Medical School ◽  
Fixed Effects ◽  
Full Professor ◽  
Faculty Rank ◽  
Full Professorship ◽  
School Faculty

Abstract Background Sex differences in faculty achievement in academic medicine have been described, but little is known about these differences in infectious diseases (ID). This study assesses differences in faculty rank between female and male infectious disease faculty with academic appointments at US medical schools. Methods We analyzed a complete database of US physicians with medical school faculty appointments in 2014. This database consists of a linkage between the American Association of Medical Colleges faculty roster and a comprehensive physician database from Doximity, a professional networking website for doctors and includes physician age, sex, years since residency completion, publications, National Institutes of Health grants, and registered clinical trials for all academic physicians by specialty. We estimated sex differences in key metrics of academic achievement, including publications and faculty rank, among faculty physicians within ID. Multivariable regression models with medical school-specific fixed effects were used to assess sex differences in full professorship by specialty and the relationship between these factors and achieving the rank of full professor within ID. Results Among 2,016 academic ID physicians [Female: 742 (37%)], women accounted for 48.1% of assistant professors, 39.7% of associate professors, and 19.2% of full professors, when compared with men at each level. Women faculty members were younger than men (mean: 48.4 years vs. 54.0 years, P &lt; 0.001) and had fewer total (mean: 24.1 vs. 37.8, P &lt; 0.001) and first/last author publications (mean: 16.7 vs. 32.2, P &lt; 0.001). In adjusted models, the rate of full professorship (vs. assistant or associate) among female compared with male infectious disease physicians was large and highly significant (absolute adjusted difference = −8.0%; 95% confidence interval [CI]: −11.9% to −4.1%). This adjusted difference was greater in ID than in cardiology (−4.7%, 95% CI: −7.9% to −1.3%), hematology (−1.5%, 95% CI: −6.2% to 3.2%), or endocrinology (−0.2%, 95% CI: −4.9% to 4.6%). Conclusion Significant sex differences in publications and achieving the rank of full professor exist in academic ID, after adjustment for multiple factors known to influence these outcomes. Greater efforts should be made to address equity in academic ID. Disclosures All authors: No reported disclosures.

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