scholarly journals Preparing for tenure and promotion at PUI institutions

2021 ◽  
Vol 15 (S2) ◽  
Author(s):  
Leticia R. Vega ◽  
Christoph J. Hengartner
Keyword(s):  
Teaching Effectiveness ◽  
Critical Role ◽  
Junior Faculty ◽  
Minority Faculty ◽  
Underrepresented Minority ◽  
Application Process ◽  
Senior Faculty ◽  
Institutional Knowledge ◽  
P Application ◽  
Informal Communications

AbstractIn this paper, we discuss the importance for faculty to become familiar with the general guidelines for collecting, assembling and preparing a tenure and promotion (T&P) application or dossier at a Primarily Undergraduate Institution (PUI) and the critical role that mentoring plays throughout the T&P process. While key elements of the application process such as submission timelines and documentation guidelines are usually outlined in the faculty handbook of the specific institution, many aspects of assembling the dossier are not necessarily detailed in writing anywhere. Instead, there are important elements of the T&P process that typically rely on institutional knowledge and guidance that is often communicated informally. Junior faculty who have limited access to “informal communications” are at a significant disadvantage when they go through the T&P process even when they show accomplishments in teaching effectiveness, research, and service. The problem is especially important for women and underrepresented minority faculty in STEM disciplines that are less well represented among senior faculty in STEM. Senior faculty often serve as informal or formal mentors to their less seasoned colleagues. The goal of this article is to help demystify the T&P process by offering practical suggestions and describing some of the specific materials and steps that are an important part of documenting the development of a faculty member at a PUI.

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 Building a Sustainable National Infrastructure to Expand Research Mentor Training

2018 ◽  
Vol 17 (3) ◽  
pp. ar48 ◽  
Author(s):  
Kimberly C. Spencer ◽  
Melissa McDaniels ◽  
Emily Utzerath ◽  
Jenna Griebel Rogers ◽  
Christine A. Sorkness ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Career Stages ◽  
Dissemination And Implementation ◽  
Implementation Barriers ◽  
Senior Faculty ◽  
Mentor Training ◽  
Train The Trainer ◽  
Multiple Audiences ◽  
Research Mentor ◽  
Implementation Resources

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.

Distance Learning Essentials

2011 ◽  
pp. 248-253 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Distance Learning ◽  
Junior Faculty ◽  
Learning Technologies ◽  
Traditional Classroom ◽  
Classroom Learning ◽  
Senior Faculty ◽  
Face To Face ◽  
Job Aids ◽  
Distance Learning Technologies ◽  
Networking Technologies

Time and space no longer separate learners from their instructors. The emergence of distance-learning technologies, especially the Internet and networking technologies connect learners with their instructors. Instructional resources such as training courses, instructional job aids, reference materials, training guides, and lesson plans, as well as teachers, trainers, and other learners that were traditionally available for traditional classroom settings are now attainable via distance-learning technologies by anyone, anywhere, and anytime. As the growth of new information in the digital age accelerates (Gagne, Wager, Golas, & Keller, 2005), the debate revolving around distance-learning essentials has become even more heated among the academic circles. One side of the debate, represented by senior faculty, indicates that distance learning is inferior to traditional classroom learning because it lacks the necessary “face-to-face” interaction. The other side of the debate, representing current researchers and junior faculty, contends that distance learning is no better or no worse than traditional learning, given the fact that distance learning offers both advantages and disadvantages. The same thing is true about traditional classroom learning, which also offers benefits and disadvantages. Regardless of the debate, distance learning is revolutionizing education and training, along with so many other aspects of our lives (Gagne, et al., 2005). Open any job ads for a faculty position and there must be a description requiring a potential faculty member to be able to use distance-learning technologies. Those faculty members who cannot use distance-learning technologies are truly at a disadvantage nowadays.

scholarly journals 2523

2017 ◽  
Vol 1 (S1) ◽  
pp. 52-52
Author(s):  
Angela Merrifield ◽  
Michelle Lamere ◽  
Kelvin Lim ◽  
Megan Larson ◽  
David H. Ingbar
Keyword(s):  
Biomedical Research ◽  
Personal Growth ◽  
Undergraduate Student ◽  
Junior Faculty ◽  
Full Time ◽  
Application Process ◽  
Staff Support ◽  
Individual Level ◽  
Faculty Mentors ◽  
Mentoring Model

OBJECTIVES/SPECIFIC AIMS: The NIH states, “The training of the biomedical workforce has always been an integral part of the NIH mission… It takes just one good mentor to influence the career of a new investigator; it takes a robust culture of mentorship across the research community to strengthen, sustain and diversify the entire biomedical research enterprise.” The University of Minnesota’s CTSI-Education core strives to build and maintain a strong culture of mentoring by providing CTSI KL2 scholars an opportunity to mentor an undergraduate student participating in the Pathways to Research Program (PReP). Using this mentoring model, participants gain valuable benefits and CTSI’s culture of mentoring is strengthened. METHODS/STUDY POPULATION: Participating KL2 scholars are matched with a promising PReP scholar for a 12-week mentored research project. The PReP program selects top candidates through a highly competitive application process. Students work in their mentor’s lab full-time, funded by CTSI-Ed. They engage in additional activities together including a mentor/mentee, an interview activity and 2 social events. Junior faculty scholars are asked to participate as judges at CTSI’s Poster Session and are invited to present at PReP seminars. The program culminates with the announcement of the Junior Mentor of the Year, in which scholars nominate their mentors for the award. Junior faculty mentors receive support through a training course, Optimizing the Practice of Mentoring, mentor orientation and a roundtable discussion with the program director and other mentors. The program’s infrastructure is designed to foster mentee/mentor relationships through faculty and staff support. Junior faculty receive one-on-one coaching when faced with difficult mentoring situations and are recognized for their mentoring successes. RESULTS/ANTICIPATED RESULTS: Junior faculty mentors highly rate the program on the following points; the experience was a good use of time, I am satisfied with my experience, I would recommend this program to faculty colleagues and students. Undergraduates and Professional students rated their mentoring relationship as 1 of 3 best outcomes of the program. In exit surveys, their highly rated program successes include having a network that helps move their career forward, and confidence to persist through training to become a successful researcher. DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a culture of mentoring is important to the strengthen, sustain and diversify the biomedical research workforce. This mentoring model contributes to the mission while vertically integrating CTSI-Ed’s KL2 and PReP programs. On an individual level, junior faculty improve communication and management skills, develop leadership qualities, increase their network, provide a sense of fulfilment and personal growth, and reinforce their own skills and knowledge of subject. They are also provided a top undergraduate student worker fully funded by the program.

scholarly journals Building Capacity to Increase Health Promotion Funding to American Indian Communities

2016 ◽  
Vol 17 (6) ◽  
pp. 907-914 ◽  
Author(s):  
Maja Pedersen ◽  
Suzanne (Christopher) Held ◽  
Blakely Brown
Keyword(s):  
Health Promotion ◽  
American Indian ◽  
Critical Role ◽  
Community Capacity ◽  
Funding Agency ◽  
Health Issues ◽  
Application Process ◽  
Funding Agencies ◽  
Access To Health ◽  
Health Promotion Programs

Foundations and government agencies have historically played a critical role in supporting community-based health promotion programs. Increased access to health promotion funding may help address significant health issues existing within American Indian (AI) communities, such as childhood obesity, type 2 diabetes, and cardiovascular disease. Understanding the capacity of AI communities to successfully apply for and receive funding may serve to increase resources for health promotion efforts within AI communities in Montana. This exploratory qualitative study completed 17 semistructured interviews across three AI reservations in the state of Montana. Dimensions of community capacity within the context of the funding application process and partnership with funding agencies were identified, including resources, leadership, community need, networks, and relationship with the funding agency. Dimensions of AI community capacity were then used to suggest capacity-building strategies for improved partnership between AI communities in Montana and the funding agencies.

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.

scholarly journals Specialty Choices, Compensation, and Career Satisfaction of Underrepresented Minority Faculty in Academic Medicine

2000 ◽  
Vol 75 (2) ◽  
pp. 157-160 ◽  
Author(s):  
Anita Palepu ◽  
Phyllis L. Carr ◽  
Robert H. Friedman ◽  
Arlene S. Ash ◽  
Mark A. Moskowitz
Keyword(s):  
Academic Medicine ◽  
Career Satisfaction ◽  
Minority Faculty ◽  
Underrepresented Minority

Functionalism is/n't formalism: an interactive review of Darnell et al. (1999) Michael Darnell, Edith Moravcsik, Frederick J. Newmeyer, Michael Noonan & Kathleen M. Wheatley (eds.), Functionalism and formalism in linguistics, vol. I: General papers & vol. II: Case studies (Studies in Language Companion Series 41 & 42). Amsterdam & Philadelphia: John Benjamins Publishing Company, 1999. Pp. iv+514 (vol. I) & pp. iv+407 (vol. II).

2003 ◽  
Vol 39 (2) ◽  
pp. 373-389 ◽  
Author(s):  
ANDREW CARNIE ◽  
NORMA MENDOZA-DENTON
Keyword(s):  
United States ◽  
Case Studies ◽  
Junior Faculty ◽  
The United States ◽  
Publishing Company ◽  
Senior Faculty ◽  
The University ◽  
Minimalist Syntax

SETTING: The University of Arizona's idyllic desert campus. As in many colleges across the United States, ‘formalist’ linguistics is implicitly understood to be at cross-purposes with ‘functionalist’ linguistics. The Linguistics Department's only course on non-minimalist syntax is famously nicknamed ‘Bad Guys’. Although the linguistics department forms a unified front, malcontent quietly simmers across campus as functionalist sociolinguists, discourse analysts, grammaticalization specialists and linguistic anthropologists outnumber formalists, though they roam within their own language-department fiefdoms. Politeness and cooperation reign among senior faculty linguists, who have realized that antagonism only hurts students and programs in all the language sciences. The junior faculty are more brash: they work hard, publish a lot, and speak loudly to get tenure as respected form/functionalists. They socialize together and joke about each other's positions, but don't talk very much serious shoptalk. Until now …

Determination of Authorship Credit in Published Dissertations

1992 ◽  
Vol 3 (6) ◽  
pp. 354-357 ◽  
Author(s):  
M. Martin Costa ◽  
Margaret Gatz
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Cohort Effect ◽  
Junior Faculty ◽  
Senior Faculty ◽  
Student Responses ◽  
Authorship Credit ◽  
Post Hoc

Assignment of publication credit in student—faculty collaborations was examined using vignettes. Three levels of advisor input into developing and conducting the research and two objectives (dissertation vs. nondegree research) were systematically varied to create six scenarios. As hypothesized, authorship credit increased with input, as it should; students were given more credit by faculty on published dissertations than on nondegree research; and second authorship for dissertation advisors was largely automatic, with more credit given to faculty than available guidelines recommend. Contrary to expectation, comparison of faculty and graduate student responses indicated that students were more generous to advisors than advisors were to themselves. Post hoc analyses suggested a cohort effect, with senior faculty giving greater credit to graduate students than did junior faculty.

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