Impact of the Society for Research on Nicotine and Tobacco Health Disparities Network’s Scholarship on Professional Development of Its Recipients

Abstract Introduction Diversifying the workforce is an important strategy to reducing health disparities. Since 2007, the Society for Research on Nicotine and Tobacco (SRNT) Health Disparities Network has funded a travel scholarship to promote inclusion, professional development, and diversity among investigators interested in tobacco-related health disparities research. This study examined indicators of productivity among former scholarship recipients. Methods: Scholarship recipients between 2007 and 2014 were invited to complete a survey online. The survey assessed demographic characteristics, academic productivity, and perceived professional benefit resulting from the scholarship. Results: Of the 117 scholarships recipients, 89 (77%) responded. Respondents were 67% female and had a mean age of 37.8 years. Twenty eight percent were African American, 25% Asian American, and 17% Latino. Most respondents worked in academia (80%) and nearly three-quarters (74%) reported publishing manuscripts on tobacco-related disparities, with a mean of 3.8 (SD 4.4) disparities-related publications since receiving the scholarship. Respondents’ work focused on a wide range of health disparities topics and nearly all respondents reported that the scholarship removed barriers to attending the meeting and reported professional benefit from receiving the travel scholarship. Following receipt of the SRNT travel scholarship, a diverse group of scientists demonstrated scholarly productivity, professional development, and advancement of health disparities research. Similar efforts are encouraged in other professional societies. Implications This study examines the productivity of early career recipients of the SRNT Health Disparities Scholarship. Results suggest that the investment in annual travel scholarships by a professional organization is an important support system for emerging scientists from diverse backgrounds. This investment may help to advance the science of health disparities and engage researchers in an area where there are critical gaps in the research workforce.

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Exploring Professional Development for New Investigators Underrepresented in the Federally Funded Biomedical Research Workforce

Ethnicity & Disease ◽

10.18865/ed.29.s1.123 ◽

2019 ◽

Vol 29 (Suppl 1) ◽

pp. 123-128 ◽

Cited By ~ 3

Author(s):

Japera Hemming, PhD ◽

Kristin Eide ◽

Eileen Harwood ◽

Ratib Ali ◽

Zhu Zhu ◽

...

Keyword(s):

Professional Development ◽

Race And Ethnicity ◽

Early Career ◽

Federally Funded ◽

Grant Application ◽

Development Support ◽

Conducting Research ◽

Research Workforce ◽

Core Facilities ◽

Research Resources

Objective: The National Research Mentoring Network (NRMN) is a strategic partnership whose goals include remedying documented disparities by race and ethnicity in the awarding of National Institutes of Health research grants. Our objectives were to offer a profile of early-career investigators who applied to NRMN’s Grantsmanship Coaching Programs (GCP) and test for differences in the research productivity, professional obligations, research resources, and motivations of applicants from underrepresented groups (URGs) compared with applicants from well-represented groups (WRGs). We also evaluated how employment at a minority serving institution (MSI) influenced access to research resources and professional obligations.Participants: 880 investigators who submitted online applications to join an NRMN GCP between August 1, 2015 and February 1, 2018.Methods: We used two-sample tests of proportions and logistic regression to explore differences in applicants’ characteristics and local research environment by group (URG vs WRG) and institution type (MSI vs Other).Results: URG and WRG applicants did not differ in grant application submission history. However, URG applicants had published fewer articles than WRG peers (9.8 vs 15.3, P<.001) and fewer articles as first/last author (4.4 vs 6.9, P<.001). URG applicants reported less access to core facilities to conduct research (74% vs 81%, P<.05). Investigators at MSIs reported less access to collaborators (P<.01) and departmental colleagues with federal funding (P<.001) and spent less time on conducting research (P<.001). URGs were more motivated to seek professional development support to expand their peer networks (P<.05) and advance their careers (P<.001).Conclusions: Our findings identified several points of intervention to help applicants from URGs to improve their future chances of obtaining competitive funding.Ethn Dis. 2019;29(Suppl 1): 123-128; doi:10.18865/ed.29.S1.123.

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Exploring Professional Development for New Investigators Underrepresented in the Federally Funded Biomedical Research Workforce

Ethnicity & Disease ◽

10.18865//ed.29.s1.123 ◽

2019 ◽

Vol 29 (Suppl 1) ◽

pp. 123-128

Author(s):

Japera Hemming, PhD ◽

Kristin Eide ◽

Eileen Harwood ◽

Ratib Ali ◽

Zhu Zhu ◽

...

Keyword(s):

Professional Development ◽

Race And Ethnicity ◽

Early Career ◽

Federally Funded ◽

Grant Application ◽

Development Support ◽

Conducting Research ◽

Research Workforce ◽

Core Facilities ◽

Research Resources

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Addressing Mental Health Disparities With Asian American Clients: Examining the Generalizability of the Common Factors Model

Journal of Counseling & Development ◽

10.1002/j.1556-6676.2015.00183.x ◽

2015 ◽

Vol 93 (1) ◽

pp. 80-87 ◽

Cited By ~ 1

Author(s):

John A. Dewell ◽

Jesse Owen

Keyword(s):

Mental Health ◽

Health Disparities ◽

Asian American ◽

Common Factors ◽

Mental Health Disparities ◽

The Common

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Guiding Principals: Middle-Manager Coaching and Human-Capital Reform

Teachers College Record ◽

10.1177/016146812012201004 ◽

2020 ◽

Vol 122 (10) ◽

pp. 1-50

Author(s):

Susan Bush-Mecenas ◽

Julie A. Marsh ◽

Katharine O. Strunk

Keyword(s):

Professional Development ◽

Human Capital ◽

Policy Implementation ◽

Survey Data ◽

Empirical Work ◽

Think Aloud ◽

High Quality ◽

Wide Range ◽

Role Of Principal

Background/Context School leaders are central to state and district human-capital reforms (HCRs), yet they are rarely equipped with the skills to implement new evaluation, professional development, and personnel data systems. Although districts increasingly offer principals coaching and training, there has been limited empirical work on how these supports influence principals’ HCR-related practices. Purpose Drawing on a two-year, mixed-methods study in the Los Angeles Unified School District (LAUSD), this article examines the role of principal supervisors in HCRs. We ask: What role did principal supervisors (Instructional Directors [IDs]) play in the implementation of human-capital reforms? What did high-quality coaching on the part of IDs look like in this context? Research Design Our two-part analysis draws upon survey and interview data. First, we conducted descriptive analyses and significance testing using principal and ID survey data to examine the correlations among principals’ ratings of ID coaching quality, ID coaching practices, and principals’ implementation of HCRs. Second, we conducted in-depth interviews, using a think-aloud protocol, with two sets of IDs—those consistently highly-rated and those with mixed ratings—who were identified using principals’ reports of coaching quality. Following interview coding, we created various case-ordered metamatrix displays to analyze our qualitative data in order to identify patterns in coaching strategy and approach across IDs, content, and contexts. Findings First, our survey data indicate that receiving high-quality coaching from IDs is correlated with stronger principal support for and implementation of HCRs. Our survey findings further illustrate that IDs support a wide range of principals’ HCR activities. Second, our think-aloud interviews with case IDs demonstrate that coaching strategy and approach vary between consistently highly-rated and mixed-rated coaches: Consistently highly-rated IDs emphasize the importance of engaging in, or defining HCR problems as, joint work alongside principals, while mixed-rated IDs often emphasize the use of tools to guide principal improvement. We find that, on the whole, the consistently highly-rated IDs in our sample employ a nondirective approach to coaching more often than mixed-rated coaches. Conclusions These findings contribute to a growing literature on the crucial role of principal supervisors as coaches to improve principals’ instructional leadership and policy implementation. While exploratory, this study offers the first steps toward building greater evidence of the connections between high-quality coaching and policy implementation, and it may have implications for the design and implementation of professional development for principal supervisors and the selection and placement of supervisors with principals.

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3416 Building Resilience & Wisdom in Clinical and Translational Researchers: A Mixed-Method Study of a Pilot Curricular Intervention

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.149 ◽

2019 ◽

Vol 3 (s1) ◽

pp. 63-63

Author(s):

Sandra Burks ◽

Karen Johnston ◽

Nicole Chiotta-McCollum ◽

Natalie May ◽

John Schorling ◽

...

Keyword(s):

Development Program ◽

Junior Faculty ◽

Early Career ◽

Structured Interviews ◽

Curricular Intervention ◽

Resilience Scale ◽

Before And After ◽

Study Population ◽

Career Development Program ◽

Research Workforce

OBJECTIVES/SPECIFIC AIMS: The clinical and translational research workforce is in jeopardy due to investigator attrition and competing demands upon researchers. Resilience and wisdom are measurable traits that can be acquired. The aim of this study was to examine a pilot curricular intervention promoting resilience and wisdom formation in early-career translational researchers. METHODS/STUDY POPULATION: We conducted a prospective, mixed-methods evaluation of a curricular intervention promoting the development of wisdom and resilience among junior faculty in a career development program. Six 90 minute sessions were delivered between September 2017 and January 2018. Pre- and post- resilience and wisdom were measured using the Connor Davidson Resilience Scale and 3D-Wisdom Scale. Individual semi-structured interviews were conducted before and after the intervention RESULTS/ANTICIPATED RESULTS: Five scholars participated. Median resilience and wisdom scores revealed moderate levels of each trait; pre- and post-scores were not significantly different. Four themes emerged from the analysis of interview transcripts: 1. “Success” broadly defined; 2. Adversity threatens success; 3. Community breeds resilience; and 4. Wisdom formation parallels growth towards independence. DISCUSSION/SIGNIFICANCE OF IMPACT: An intervention aimed at developing capacities of resilience and wisdom is feasibly delivered to early career researchers. The relationship between these capacities and the sustainability of a research career warrants additional study.

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Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

CBE—Life Sciences Education ◽

10.1187/cbe.16-01-0058 ◽

2016 ◽

Vol 15 (3) ◽

pp. ar49 ◽

Cited By ~ 4

Author(s):

Cara Margherio ◽

M. Claire Horner-Devine ◽

Sheri J. Y. Mizumori ◽

Joyce W. Yen

Keyword(s):

Professional Development ◽

Sense Of Belonging ◽

Development Program ◽

Weak Sense ◽

Early Career ◽

Mentoring Relationships ◽

Informal Networks ◽

Career Trajectory ◽

Early Results ◽

Long Term Impact

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.

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Developing scholarly communication competencies: How a post-master’s degree residency program can provide career preparation

College & Research Libraries News ◽

10.5860/crln.82.4.178 ◽

2021 ◽

Vol 82 (4) ◽

pp. 178

Author(s):

Willa Tavernier

Keyword(s):

Professional Development ◽

Residency Program ◽

Core Competencies ◽

Scholarly Communication ◽

Early Career ◽

Career Preparation ◽

Specific Reference ◽

Residency Position ◽

Personal Experiences ◽

Communication Competencies

Scholarly communication librarianship is a messy field. Its margins are ill-defined and ever- changing. There is a lack of curricular training in library schools and a lack of opportunities for early-career candidates. As a result, preparing librarians for a scholarly communication career presents a challenge. In this piece I discuss this messiness and describe my personal experiences in a residency position, showing how these kinds of positions support the professional development of scholarly communication librarians, with specific reference to the NASIG Core Competencies for scholarly communication librarians.

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Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

Anuarul Universitatii Petre Andrei din Iasi Fascicula Drept Stiinte Economice Stiinte Politice ◽

10.18662/upasw/25/36 ◽

2020 ◽

Vol 25 (0) ◽

pp. 71-77

Author(s):

Simona Magdalena Hainagiu ◽

Keyword(s):

Professional Development ◽

Professional Growth ◽

Soft Skills ◽

Skills Training ◽

Training Programme ◽

Career Counselling ◽

The Sustainable Development ◽

Wide Range ◽

Professional Profile ◽

The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

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INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i3.p367-378 ◽

2020 ◽

Vol 3 (3) ◽

pp. 367

Author(s):

Yogi Saputra Mahmud

Keyword(s):

Professional Development ◽

Classroom Management ◽

Beginning Teachers ◽

Professional Education ◽

Teaching Experience ◽

Early Career ◽

Structured Interviews ◽

Teaching Resources ◽

Efl Teachers ◽

Teacher Professional

Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, particularly those who just completed the PPG program, are considered limited. Therefore, drawing on a qualitative case study with two beginning Indonesian secondary EFL teachers, this study aims to unravel the challenges during their first-year teaching experience at school after completing the PPG program. By thematically analysing the semi-structured interviews, this study indicated that the teachers experienced four significant challenges: 1) pedagogical (classroom management, lack of teaching resources, test-based learning atmosphere), 2) professional (complex self-identification), 3) social (maintaining rapport with senior teachers), and 4) personal (mood management). Despite having been trained professionally through the PPG program, the result suggested that the beginning teachers still faced considerable challenges during their initial endeavour as an English teacher at school. Pedagogical implications are discussed in terms of the need for continuous professional development for the newly certified teachers during their initial career at schools.

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Conhecimentos de Professores de Matemática em Início de Carreira Sobre o Campo Aditivo

Jornal Internacional de Estudos em Educação Matemática ◽

10.17921/2176-5634.2020v13n1p53-63 ◽

2020 ◽

Vol 13 (1) ◽

pp. 53-63

Author(s):

Rafael Neves Almeida ◽

Ruy Cesar Pietropaolo

Keyword(s):

Data Collection ◽

Knowledge Base ◽

Mathematical Knowledge ◽

Mathematical Knowledge For Teaching ◽

Early Career ◽

Early Career Teachers ◽

Knowledge For Teaching ◽

Problem Situations ◽

Scholarship Recipients ◽

Career Teachers

Este trabalho apresenta um estudo realizado com cinco professores de Matemática, em início de carreira, ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), cujo objetivo foi evidenciar os Conhecimentos Didáticos e Curriculares dos participantes sobre o ensino de problemas do campo aditivo, conforme indicado pelos parâmetros curriculares nacionais. A coleta de dados se deu por meio de entrevistas e protocolos respondidos pelos professores. Como referenciais teóricos, no tocante ao início de carreira, foram utilizados os trabalhos de Huberman e Garcia. Em relação aos conhecimentos de professores necessários à docência optou-se por Ball, Thames e Phelps. A análise dos dados nos permitiu verificar que os professores no processo de ensino do campo aditivo dão bastante ênfase à ideia de combinar dois estados para obter um terceiro, não destacando outros importantes significados. Portanto, faz-se necessário uma ampliação na base de conhecimentos desses docentes para o ensino das operações. Palavras-chave: Professores em Início de Carreira. Conhecimentos Matemáticos para o Ensino. Campo Aditivo. PIBID. Abstract In this work, we will present a study carried out with five early-career teachers, former scholarship recipients of the Programa Institucional de Bolsa de Iniciação a Docência (Pibid), whose objective was to highlight the participants' Didactic and Curricular Knowledge about the notion of addition. The data collection was done through interviews and protocols answered by the teachers. As theoretical references, regarding the beginning of the career, the works of Huberman (1995) and Garcia (1999) were used. Regarding the teachers' knowledge required for teaching, Ball, Thames and Phelps (2008) were chosen. The analysis of the data allowed us to verify that the teachers' knowledge about addition operation is restricted to the meaning of joining and that the idea most used to work with this theme in the classroom involves problem situations with money. Therefore, it is necessary to increase the knowledge base of these teachers. Keywords: Teacher Early-Career Teachers. Mathematical Knowledge for Teaching (MKT).

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