Partnerships Enhancing Practice

2016 ◽  
Vol 32 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kathryn L. Servilio ◽  
Aleksandra Hollingshead ◽  
Brittany L. Hott
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Junior Faculty ◽  
Peer To Peer ◽  
Early Career ◽  
Senior Faculty ◽  
Descriptive Case Study ◽  
Additional Information ◽  
Early Career Faculty ◽  
Teaching In Higher Education

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career faculty, from different institutions, using the partnerships that enhance practice (PEP) model for technology-based observations of teaching in higher education. PEP paired early career faculty into dyads. Each participant served as a provider and a recipient of feedback on teaching. The data were derived from semistructured interviews with each dyad and additional information was obtained from four instruments that facilitated peer-to-peer observations. Findings suggest this technology-based model has the potential to improve teaching skills and serve as a tool for developing professional partnerships among special education early career faculty across institutions.

Launching successful beginnings for early career faculty: Ten tips for new professors of recreational therapy

2019 ◽  
Vol 18 (1) ◽  
pp. 31-37
Author(s):  
Bryan P. McCormick, PhD, CTRS, FDRT, FALS ◽  
David R. Austin, PhD, FDRT, FALS
Keyword(s):  
Higher Education ◽  
Early Career ◽  
Recreational Therapy ◽  
Institutions Of Higher Education ◽  
Senior Faculty ◽  
New Faculty ◽  
Faculty Careers ◽  
Body Of Knowledge ◽  
Early Career Faculty ◽  
Faculty Positions

A number of previous authors have identified concerns about a shortage of future PhD graduates to assume recreational therapy (RT) faculty positions to educate future recreational therapists and contribute to the profession’s body of knowledge. While some recreational therapists have decided to pursue their terminal degrees and assume faculty positions, there is relatively little information to guide those transitioning from graduate student to new faculty member. Drawing upon the experiences of senior faculty reported in the literature as well as our own experiences, this article presents a series of tips to help those recreational therapists transitioning from practice to strategically navigate the beginning of new faculty careers. These tips cover careers across the spectrum of types of institutions of higher education.

Three Challenges of Early-Career Faculty and the Importance of Self-Care

2021 ◽  
pp. 227-250
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Faculty Member ◽  
Self Care ◽  
Learning To Teach ◽  
Early Career ◽  
Early Career Faculty ◽  
Taking Care

This chapter presents three challenges associated with being an early-career faculty member: learning to teach in the context of higher education, learning to advise in the context of higher education, and learning to cope with organizational change. After describing the nature of these challenges in detail, the framework of self-care is introduced. Seven strategies are presented: insisting that your students take responsibility for their actions, learning to say no, learning to identify burnout in your colleagues, establishing a network of family and friends, scheduling breaks throughout the day and doing things you enjoy, taking care of yourself physically, and not trying to be perfect. The aim of this chapter is for readers to understand more comprehensively (some of) the challenges associated with becoming an early-career faculty member and to acquire some strategies that can help one to cope with these challenges before, during, and after experiencing these challenges.

scholarly journals Participant perspectives on a seminar-based research career development program and its role in career independence

2021 ◽  
pp. jim-2020-001769
Author(s):  
Nicole M Llewellyn ◽  
Jamie J Adachi ◽  
Eric J Nehl ◽  
Stacy S Heilman
Keyword(s):  
Career Development ◽  
Development Program ◽  
Junior Faculty ◽  
Early Career ◽  
Health Science ◽  
Career Stages ◽  
Senior Faculty ◽  
Group Settings ◽  
Development Programming ◽  
Career Development Program

Health science researchers need training and support to effectively pursue independence in their research careers. Little data exist regarding the specific resources that faculty researchers have found or would find useful. In this study, we aimed to better understand the needs of health science researchers to develop recommendations for effective career development programming. The authors conducted a multi-method evaluation of early-career researcher faculty needs beginning by using post-session satisfaction surveys to assess the value of a long-standing “K-Club” seminar, which educates and supports those pursuing NIH Career Development (K) awards or similar. The authors then collected in-depth views on career development needs through a series of focus groups conducted with health science researchers at three career stages: early career, award-seeking junior faculty; mid-career faculty who have obtained some extramural funding; senior faculty who serve as mentors for early/mid-career faculty. Participants who attended the existing K-Club strongly endorse the program in supporting their career goals. Focus group participants described specific areas for program expansion that would add value across career stages: more flexible training options, conducted in smaller group settings with immediate feedback provided; more formalized training and resources for senior research mentors; in-depth guidance on individualized grantsmanship. The authors propose program development guidelines for helping researchers achieve research independence and success. Findings indicate that a broad-reaching K-Club style educational seminar can serve as a valuable foundation supporting professional development. The addition of tailored programs delivered across diverse platforms are predicted to heighten career development success.

scholarly journals Interprofessional grant writing seminar for early career faculty in a small, isolated teaching center

F1000Research ◽  
2021 ◽  
Vol 9 ◽  
pp. 1208
Author(s):  
India King ◽  
Andrea Christopher ◽  
Ann Hansen ◽  
Ami Student ◽  
Jeff Sordahl ◽  
...  
Keyword(s):  
Peer Mentoring ◽  
Peer Groups ◽  
Junior Faculty ◽  
Early Career ◽  
Mentoring Programs ◽  
Grant Writing ◽  
First Year ◽  
Short Report ◽  
Early Career Faculty ◽  
Specific Expertise

Small, isolated teaching centers have difficulty mentoring interprofessional junior faculty in research methods and grant writing. Peer mentoring programs for grant writing at larger institutions have been successful. In this short report, we describe our program that leveraged mentor experience using four framing seminars followed by project refinement in three-person peer groups and monthly mentored works in progress meetings. In its first year, ten faculty from medicine, psychology, and pharmacy completed the program and successfully obtained six funded grants. Five of the projects transitioned from single profession applications to interprofessional applications as participants connected and profession-specific expertise was identified. Refinements for future cohorts are discussed.

Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty

2021 ◽  
pp. 329-348
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Professional Role ◽  
Early Career ◽  
Faculty Members ◽  
Early Career Teachers ◽  
Academic Cultures ◽  
Early Career Teacher ◽  
Early Career Faculty ◽  
Career Teachers ◽  
Career Teacher

Being an early-career teacher and an early-career faculty member are experiences that are fraught with vulnerability. Yet, the vulnerability that underlies these processes of becoming are not always addressed within academic cultures. Unless early-career teachers and early-career faculty are taught how to engage with vulnerability productively, early-career teachers and early-career faculty may blame themselves for the challenges that they encounter, when, in fact, these challenges may be more indicative of the complexity of their professional role rather than a reflection of their personal shortcomings. This chapter will draw on the writing of Brene Brown to describe how early-career teachers and early-career faculty members can choose to engage with vulnerability by daring greatly. This chapter will also make recommendations for how programs of teacher education and institutions of higher education can promote cultures in which the disposition of daring greatly is encouraged and supported.

scholarly journals Co-teaching in higher education: Reflections from an early career academic

2018 ◽  
Vol 1 (2) ◽  
pp. 181-188 ◽  
Author(s):  
Andrew Kelly
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Early Career ◽  
Academic Literacies ◽  
Pedagogical Tool ◽  
Teaching Teams ◽  
Tertiary Teaching ◽  
K 12 ◽  
Teaching Programs ◽  
Teaching In Higher Education

Co-teaching has been regularly used as a pedagogical tool in K-12 and postsecondary learning environments for decades, yet its practice in higher education institutions has only recently started to grow in popularity. This paper builds on recent recommendations for effective co-teaching in tertiary teaching settings by offering critical reflections and suggestions for practice from an early career academic that specialises in academic literacies. Key concepts explored include developing co-teaching norms and pedagogies through a community of practice, establishing two-way dialogue, diversifying strengths of teaching teams, and enforcing continual reflection and feedback. The paper also provides contextualised guidance notes, so that university educators and program managers have a clearer direction as to how co-teaching teams could be implemented across a range of higher education teaching programs.

scholarly journals Interprofessional grant writing seminar for early career faculty in a small, isolated teaching center

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1208
Author(s):  
India King ◽  
Andrea Christopher ◽  
Ann Hansen ◽  
Ami Student ◽  
Jeff Sordahl ◽  
...  
Keyword(s):  
Peer Mentoring ◽  
Peer Groups ◽  
Junior Faculty ◽  
Early Career ◽  
Mentoring Programs ◽  
Grant Writing ◽  
First Year ◽  
Short Report ◽  
Early Career Faculty ◽  
Specific Expertise

Small, isolated teaching centers have difficulty mentoring interprofessional junior faculty in research methods and grant writing. Peer mentoring programs for grant writing at larger institutions have been successful. In this short report, we describe our program that leveraged mentor experience using four framing seminars followed by project refinement in three-person peer groups and monthly mentored works in progress meetings. In its first year, ten faculty from medicine, psychology, and pharmacy completed the program and successfully obtained six funded grants. Five of the projects transitioned from single profession applications to interprofessional applications as participants connected and profession-specific expertise was identified. Refinements for future cohorts are discussed.

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