scholarly journals Documenting and evaluating Data Science contributions in academic promotion in Departments of Statistics and Biostatistics

2017 ◽  
Author(s):  
Lance A Waller
Keyword(s):  
Department Chair ◽  
Data Science ◽  
Junior Faculty ◽  
Faculty Members ◽  
Junior Faculty Member ◽  
Senior Faculty ◽  
Academic Promotion ◽  
Academic Communities ◽  
Lively Debate ◽  
Evaluation Of Data

The dynamic intersection of the field of Data Science with the established academic communities of Statistics and Biostatistics continues to generate lively debate, often with the two fields playing the role of an upstart (but brilliant), tech-savvy prodigy and an established (but brilliant), curmudgeonly expert, respectively. Like any emerging discipline, Data Science brings new perspectives and new tools to address new questions requiring new perspectives on traditionally established concepts. We explore a specific component of this discussion, namely the documentation and evaluation of Data Science-related research, teaching, and service contributions for faculty members seeking promotion and tenure within traditional departments of Statistics and Biostatistics. We focus on three perspectives: the department chair nominating a candidate for promotion, the junior faculty member going up for promotion, and the senior faculty members evaluating the promotion package. We contrast conservative, strategic, and iconoclastic approaches to promotion based on accomplishments in Data Science.

scholarly journals Documenting and evaluating Data Science contributions in academic promotion in Departments of Statistics and Biostatistics

2017 ◽  
Author(s):  
Lance A Waller
Keyword(s):  
Department Chair ◽  
Data Science ◽  
Junior Faculty ◽  
Faculty Members ◽  
Junior Faculty Member ◽  
Senior Faculty ◽  
Academic Promotion ◽  
Academic Communities ◽  
Lively Debate ◽  
Evaluation Of Data

The dynamic intersection of the field of Data Science with the established academic communities of Statistics and Biostatistics continues to generate lively debate, often with the two fields playing the role of an upstart (but brilliant), tech-savvy prodigy and an established (but brilliant), curmudgeonly expert, respectively. Like any emerging discipline, Data Science brings new perspectives and new tools to address new questions requiring new perspectives on traditionally established concepts. We explore a specific component of this discussion, namely the documentation and evaluation of Data Science-related research, teaching, and service contributions for faculty members seeking promotion and tenure within traditional departments of Statistics and Biostatistics. We focus on three perspectives: the department chair nominating a candidate for promotion, the junior faculty member going up for promotion, and the senior faculty members evaluating the promotion package. We contrast conservative, strategic, and iconoclastic approaches to promotion based on accomplishments in Data Science.

scholarly journals DOCUMENTING AND EVALUATING DATA SCIENCE CONTRIBUTIONS IN ACADEMIC PROMOTION IN DEPARTMENTS OF STATISTICS AND BIOSTATISTICS

2017 ◽  
Author(s):  
Lance A. Waller
Keyword(s):  
Data Science ◽  
Faculty Members ◽  
Specific Component ◽  
Academic Promotion ◽  
Related Research ◽  
Promotion And Tenure ◽  
Academic Communities ◽  
Lively Debate ◽  
Evaluation Of Data

ABSTACTThe dynamic intersection of the emerging field of Data Science with the established academic communities of Statistics and Biostatistics continues to generate lively debate, often with the two fields playing the role of an upstart (but brilliant), tech-savvy prodigy and an established (but brilliant), curmudgeonly expert, respectively. Like any new discipline, Data Science brings new perspectives and new tools to address new questions requiring new perspectives on traditionally established concepts. In this paper, we explore a specific component of this discussion, namely the documentation and evaluation of Data Science-related research, teaching, and service contributions for faculty members seeking promotion and tenure within traditional departments of statistics and Biostatistics.

Academic promotion and tenure: a user’s guide for junior faculty members

Hematology ◽  
2009 ◽  
Vol 2009 (1) ◽  
pp. 736-741 ◽  
Author(s):  
George R. Buchanan
Keyword(s):  
Academic Career ◽  
Junior Faculty ◽  
Faculty Members ◽  
Junior Faculty Member ◽  
Faculty Position ◽  
Academic Promotion ◽  
Promotion And Tenure ◽  
The Road ◽  
Academic Tracks ◽  
Definition Of

Abstract Securing a junior faculty position is an important early step in an academic career in hematology. Shortly thereafter one should begin to plan for eventual promotion and possible tenure. The process is not straightforward, as the “rules of the road” regarding academic positions, academic tracks, assessment and evaluation metrics, and timelines vary immensely from one institution to another. It is critically important, therefore, for the new junior faculty member to become knowledgeable about the institutional policies and “culture” regarding this process. This understanding includes the definition of and criteria for achieving tenure, the academic tracks and the policies for advancement on each track, and the process by which the institutional committee responsible for promotion and tenure conducts its activities. Learning the rules and successfully navigating the academic pathway will help ensure success by achieving the desired promotion and the self-satisfaction, prestige, and financial awards that may accompany it.

Supporting faculty mentoring through the use of creative technologies

2016 ◽  
Vol 5 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Debra L. Franko ◽  
Jan Rinehart ◽  
Kathleen Kenney ◽  
Mary Loeffelholz ◽  
Barbara Guthrie ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Department Chairs ◽  
Junior Faculty ◽  
Education Institution ◽  
Faculty Members ◽  
Junior Faculty Member ◽  
Senior Faculty ◽  
Content Type ◽  
The Usa

Purpose – Mentoring of junior faculty members (i.e. professors) in higher education has been documented to be critical to their academic success which most often takes the form of receiving tenure and/or promotion to higher academic ranks at universities in the USA. A “junior faculty member” would be defined as someone who has not yet been tenured or promoted and is usually within the first five years of their academic appointment. However, mentoring relationships can sometimes be difficult to build and momentum for continuous mentoring throughout the pre-tenure period can be a challenge to maintain. One of the concerns identified by mentees is the importance of regular meetings with mentors and the concomitant difficulty of knowing what to address in these meetings so as to make them productive and helpful. Mentors, most often senior faculty members, note that they do not always know the most relevant issues to discuss with junior faculty during mentoring meetings. The paper aims to discuss these issues. Design/methodology/approach – In an effort to address these issues, the authors describe here the development of using creative technology to support a new mentoring system that provides structured prompts and reminders to both mentors and mentees and uses tools to enhance the efficiency and effectiveness of the mentoring relationship. Findings – This paper highlights a pilot program, describing the rationale for and stages in the development of an e-mail-based and mobile-based program to improve the quality of mentoring for junior faculty at one higher education institution. Focus group data provided by stakeholders (e.g. faculty, department chairs, and associate deans) are provided. Originality/value – Professional development and academic success for junior faculty members may be strengthened by greater attention to formal mentoring strategies such as the one described here.

scholarly journals The Writing Retreat: A High-Yield Clinical Faculty Development Opportunity in Academic Writing

2013 ◽  
Vol 5 (2) ◽  
pp. 299-302 ◽  
Author(s):  
Christian T. Cable ◽  
Debra Boyer ◽  
Colleen Y. Colbert ◽  
Edward W. Boyer
Keyword(s):  
Academic Writing ◽  
Medical Center ◽  
Team Building ◽  
Faculty Members ◽  
High Yield ◽  
Efficient Production ◽  
Junior Faculty Member ◽  
Senior Faculty ◽  
Junior Staff ◽  
Grant Proposals

Abstract Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.

“Let Me Give You Some Advice”

2020 ◽  
Vol 9 (1) ◽  
pp. 3-10
Author(s):  
Steve Elers
Keyword(s):  
New Zealand ◽  
News Media ◽  
Media Coverage ◽  
Prime Minister ◽  
Junior Faculty ◽  
Faculty Members ◽  
Professor Emeritus ◽  
Junior Faculty Member ◽  
Personal Reflection ◽  
Doctoral Research

This essay is a personal reflection about an email I received from a Professor Emeritus at my university after my research received nationwide news media coverage. During my doctoral research, I located racist public statements made by William Ferguson Massey (1856–1925), former prime minister of New Zealand, whom my university (Massey University) is named after. The white Professor Emeritus, who I have never met, took it upon himself to email me, a Māori [Indigenous] junior faculty member, and chastise me for presenting my archival research to other faculty members. The Professor Emeritus's email epitomizes white power and white fragility in the academy that work to silence “Other” voices.

scholarly journals Senior And Junior Faculty Perspectives On A Tenure Process In Health Promotion And Education

2005 ◽  
Vol 3 (1) ◽  
pp. 84-91
Author(s):  
Liliana Rojas-Guyler ◽  
Randall R. Cottrell
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Faculty Member ◽  
Junior Faculty ◽  
Assistant Professor ◽  
Junior Faculty Member ◽  
Senior Faculty ◽  
Research I University ◽  
Health Promotion And Education ◽  
Key Issues

This paper reviews the concept of tenure and its importance in health education. It also illustrates the experiences and perspectives of a senior level tenured professor and a junior level non-tenured assistant professor, from a health education program at a Research I university. The goals of this paper include providing future or beginning junior faculty with: 1) perspectives on tenure and its importance within the health promotion profession, 2) helpful hints for obtaining tenure from the view of a senior tenured faculty member, 3) ways that senior faculty members can support junior faculty in obtaining tenure, and 4) key issues identified by a junior faculty member currently on the tenure track.

scholarly journals Road to Success: A Guide for Doctoral Students and Junior Faculty

2021 ◽  
Author(s):  
Viswanath Venkatesh
Keyword(s):  
Doctoral Students ◽  
Research Universities ◽  
Academic Career ◽  
Junior Faculty ◽  
Work Life ◽  
Faculty Members ◽  
Work Life Balance ◽  
Senior Faculty ◽  
Life Balance ◽  
Phd Programs

This book provides guidance and tools to help PhD students and junior faculty members successfully navigate and mature through the various stages of an academic career. Senior faculty members can use this book as a source of ideas to advise their PhD students and junior colleagues. This book presents knowledge that is seldom imparted in PhD programs, and organizes the same as advice and tools related to achieving success at research, teaching and service, all while maintaining work-life balance. The advice and tools provided are based on years of experience of the author and guest contributors, who have successfully navigated many of the same challenges and mentored many PhD students and junior faculty members. This book is suitable both for those who seek careers in research universities or universities that promote greater balance across research, teaching and service.

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.

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