scholarly journals Applying for Junior Faculty Positions as a Research Scientist

Stroke ◽  
2021 ◽  
Author(s):  
Sylvie Lesage ◽  
Adrian Liston
Keyword(s):  
Junior Faculty ◽  
Research Scientist ◽  
Faculty Positions

Evaluation of Research Training and Productivity Among Junior Pharmacy Practice Faculty in the United States

2010 ◽  
Vol 23 (6) ◽  
pp. 553-559 ◽  
Author(s):  
Kelly C. Lee ◽  
Shareen Y. El-Ibiary ◽  
Karen Suchanek Hudmon
Keyword(s):  
United States ◽  
Research Training ◽  
Pharmacy Practice ◽  
Junior Faculty ◽  
The United States ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Faculty Positions ◽  
Research Demands

Objective: To evaluate the extent of research training and productivity among junior faculty in US schools of pharmacy. Methods: A cross-sectional survey study was conducted to characterize junior faculty’s ( a) research training and productivity, ( b) perceived ability to meet research demands, ( c) confidence and resources for research, and ( d) interest in receiving further research training. Main Results: Surveys were completed by 349 faculty members (36.7% response). More than 60% completed a pharmacy practice residency and fewer than 15% completed a fellowship. Respondents reported lack of formal training in most research skills during their postgraduate training. Most reported that they are able to meet the teaching, clinical, and service expectations of their departments; however, fewer than half believed that they are able to meet the research expectations. Conclusions: Study respondents reported lack of adequate research training during their postgraduate experiences and current faculty positions. Confidence among faculty to conduct research was also low compared to their confidence to fulfill other expectations of their position. Adequate preparation of current and future academicians is critical to ensuring the success and retention of faculty in the United States.

scholarly journals Academic Careers in Pediatric Pharmacy: Part 2—Academic Advancement

2019 ◽  
Vol 24 (3) ◽  
pp. 183-193
Author(s):  
Allison B. Blackmer ◽  
Anita Siu ◽  
Angela Thornton ◽  
Peter N. Johnson ◽  
Kristen R. Nichols ◽  
...  
Keyword(s):  
Career Paths ◽  
Academic Career ◽  
Junior Faculty ◽  
Faculty Members ◽  
Academic Careers ◽  
Academic Evaluation ◽  
Academic Advancement ◽  
Faculty Positions ◽  
Key Aspects ◽  
Answer Format

An increasing number of pediatric clinical pharmacists are pursuing careers in academia. Once in an academic position, questions, challenges and benefits related to the processes of academic evaluation and advancement unique to pediatric academia often arise. This is the second article in a 2-part series that attempts to demystify pediatric faculty positions and address gaps in the literature regarding careers in pediatric-focused academic positions. The purpose of this article is to review key aspects pertaining to academic evaluation and the preparation for and process of academic advancement/promotion. A question and answer format is used to discuss common questions related to these processes and tips for success are provided. This article is primarily intended to be used as a helpful guide for junior faculty members as well as mid-level individuals seeking advancement; however, it will also benefit students, trainees, and practicing pharmacists seeking increased knowledge of pediatric academic career paths.

Faculty Positions

2018 ◽  
Vol 43 (5) ◽  
pp. 559-560
Keyword(s):  
Faculty Positions

scholarly journals 38460 Independent Investigator Incubator (I3) yields external funding within three years for the majority of junior faculty

2021 ◽  
pp. 1-2
Author(s):  
John Paul Spence ◽  
Christina R. Santangelo ◽  
Jennifer L. Buddenbaum ◽  
Aaron E. Carroll ◽  
Matthew R. Allen
Keyword(s):  
Junior Faculty ◽  
External Funding

scholarly journals Challenges and Strategies of Successful Mentoring: The Perspective of LEADS Scholars and Mentors from Minority Serving Institutions

2021 ◽  
Vol 18 (11) ◽  
pp. 6155
Author(s):  
Patricia Y. Talbert ◽  
George Perry ◽  
Luisel Ricks-Santi ◽  
Lourdes E. Soto de Laurido ◽  
Magda Shaheen ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Descriptive Study ◽  
Lessons Learned ◽  
Grant Writing ◽  
Senior Faculty ◽  
Additional Insight ◽  
Professional Goals ◽  
Funding Opportunities ◽  
Faculty And Administrators ◽  
Minority Serving Institutions

Mentoring continues to be a salient conversation in academia among junior and senior faculty and administrators. Mentors provide guidance and structure to junior faculty so that they can meet their academic and professional goals. Mentors also convey skills in balancing life and academic pursuits. Therefore, the purpose of this descriptive study was to provide additional insight from a training program called Leading Emerging and Diverse Scientists to Success (LEADS) regarding successful strategies and challenges of mentoring relating to lessons learned from the scholars and mentees’ perspective. The LEADS program provided multiple training platforms to increase skills and knowledge regarding research to promote expertise in grant writing and submission for funding opportunities among diverse scientists. These findings reinforce the knowledge about the value of a mentor in helping define the research pathway of their mentee and underscoring the importance of mentoring.

scholarly journals Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

2013 ◽  
Vol 5 (2) ◽  
pp. 289-293 ◽  
Author(s):  
Paul George ◽  
Shmuel Reis ◽  
Margaret Dobson ◽  
Melissa Nothnagle
Keyword(s):  
Family Medicine ◽  
Rhode Island ◽  
Goal Setting ◽  
Personal Development ◽  
Junior Faculty ◽  
Learning Goals ◽  
Junior Faculty Member ◽  
Self Directed Learning ◽  
Protected Time ◽  
Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

Presentation of The Paleontological Society Medal to Malcolm C. McKenna

1993 ◽  
Vol 67 (4) ◽  
pp. 688-688
Author(s):  
John J. Flynn
Keyword(s):  
Field Work ◽  
Laboratory Analysis ◽  
Great Pleasure ◽  
Research Scientist ◽  
Profound Influence ◽  
Paleontological Society

I have the great pleasure to be the citationist for presentation of the 1992 Paleontological Society Medal to Dr. Malcolm C. McKenna. Malcolm McKenna has had a profound influence on our profession, both as a research scientist and a mentor. He is one of the most broadly trained and interested scientists I know, and he has a consuming passion for learning. He loves all aspects of paleontology—field work, literature, laboratory analysis of specimens, theory, even fossil preparation (in his enthusiasm to uncover critical specimens, or trusting only himself to perform delicate preparation of unique fossils). Malcolm has never been afraid to propose controversial ideas, to change his mind when wrong, to tackle problems that others consider insoluble, or to incorporate new scientific techniques in his work before others realize their significance.

scholarly journals Alpha Omega Alpha Distinguished Teacher Award for junior faculty in the clinical sciences

1997 ◽  
Vol 72 (2) ◽  
pp. 125-6
Author(s):  
&NA;
Keyword(s):  
Junior Faculty ◽  
Alpha Omega
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