scholarly journals Black, Proud, Silent, and Loud: Experiences of a Junior Faculty Member in 2020

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 418-418
Author(s):  
Candace Brown
Keyword(s):  
Faculty Member ◽  
Junior Faculty ◽  
Academic Community ◽  
People Of Color ◽  
Junior Faculty Member ◽  
Racial Groups ◽  
Forward Movement ◽  
Personal Time ◽  
The Social ◽  
Institutional Initiatives

Abstract Several social injustice issues, well known within the Black community, were brought to light to other ethnic/racial groups in 2020 and could no longer be ignored within the academic community. This led to personal, departmental, and institutional initiatives meant to increase racism awareness and apply change in thought and action. These initiatives often came at a cost of personal time and resources to Black and Indigenous People of Color academics, expected to contribute to these initiatives, redefine classroom syllabi, uphold research agendas, and continue with mentoring activities amidst their home environment (due to COVID-19) while monitoring their own feelings of pride, hurt, anger, anxiousness, and often- fatigue. This presentation will present the perceived triumphs and failed experiences of a junior faculty member, how they navigated this process, and explain the continued importance of institutions’ forward movement of initiatives meant to change the social and racial academic atmosphere.

A Mother-Scholar During COVID-19

2020 ◽  
pp. 107780042097875
Author(s):  
Van Lac
Keyword(s):  
Distance Learning ◽  
Young Children ◽  
Faculty Member ◽  
Research Productivity ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Tenure Track ◽  
Qualitative Researcher ◽  
Global Pandemic ◽  
Emergent Literature

This poem highlights the current challenges and the lived realities of a mother-scholar during COVID-19. As a mother of two young children, the author details how the global pandemic has thrown her life into chaos as she attempts to provide support to her children with distance learning while also fulfilling her duties with teaching, research, and service as a junior faculty member on the tenure-track. Reinforcing the emergent literature on the lack of research productivity during this pandemic for mother-scholars, the author as a qualitative researcher illuminates this exact challenge in her poem.

scholarly journals Balancing the Roles of a Junior Faculty Member: Perspectives from Athletic Training and Physical Therapy

2019 ◽  
Vol 14 (1) ◽  
pp. 24-34
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham
Keyword(s):  
Physical Therapy ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Junior Faculty Member

EDITORIAL BOARD TRIBUTE TO THE NOBELS

2004 ◽  
Vol 8 (5) ◽  
pp. 555-557
Keyword(s):  
Faculty Member ◽  
Nobel Prize ◽  
Graduate School ◽  
Junior Faculty ◽  
Advisory Board ◽  
Junior Faculty Member ◽  
Nobel Committee ◽  
Macroeconomic Dynamics ◽  
Formative Years

The Editor, Advisory Board, and Associate Editors of Macroeconomic Dynamics extend their heartiest congratulations to Finn Kydland and Ed Prescott as the co-recipients of the 2004 Nobel Prize in Economics.Finn has served on the MD advisory board since the journal's founding, and his advice during the journal's formative years has helped make MD the success it is today.Much of the work which the Nobel Committee cited as the basis for awarding the prize to Finn and Ed was done while Ed was a junior faculty member at the Graduate School of Industrial Administration (now the Tepper School of Business) at Carnegie Mellon University, and while Finn was earning his doctorate at GSIA. As a result, the Board thought it would be appropriate to include a brief explication of the significance of Finn and Ed's work written by one of Finn's current Ph.D. students at Carnegie Mellon, Espen Henriksen. Espen is currently working to complete his thesis under Finn's supervision.

scholarly journals Faculty Mentorship in Higher Education: The Value of Institutional and Professional Mentors

2018 ◽  
Vol 13 (3) ◽  
pp. 259-267 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Mentoring Relationships ◽  
Junior Faculty Member ◽  
Socialization Process ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.

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