Junior faculty woes: Early-career faculty on the tenure track are concerned-even confused-by their institutions' policies

2008 ◽  
Author(s):  
Rebecca A. Clay
Keyword(s):  
Junior Faculty ◽  
Early Career ◽  
Tenure Track ◽  
Early Career Faculty

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 Who Creates a Google Scholar Profile?

2020 ◽  
Vol 53 (3) ◽  
pp. 515-520
Author(s):  
Hannah June Kim ◽  
Bernard Grofman
Keyword(s):  
Political Science ◽  
Early Career ◽  
Google Scholar ◽  
Full Time ◽  
Tenure Track ◽  
Tenure Track Faculty ◽  
Early Career Faculty ◽  
Citation Counts ◽  
Science Departments ◽  
Highly Cited

ABSTRACTThis article uses data collected from Google Scholar to identify characteristics of scholars who have chosen to create a Google Scholar profile. Among tenured and tenure-track faculty with full-time appointments in PhD-granting political science departments, we find that only 43.7% have created a profile. However, among R1 faculty, young and early-career faculty are more likely to have Google Scholar profiles than those in older cohorts. Although subfield differences are largely nonexistent, there is a notably low proportion of theory faculty with profiles and a slightly higher proportion with profiles among methodologists. Moreover, within cohorts, those who are highly cited are more likely to have profiles than those who have low citation counts. We conclude by discussing implications of our findings, the increasing usage of Google Scholar and profiles, and the increasing importance of an online presence in the academy.

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.

scholarly journals Mind the Gap: Transitioning from Doctoral Graduates to Early Career Faculty

10.28945/4409 ◽  
2019 ◽  
Vol 14 ◽  
pp. 543-566
Author(s):  
Kate McCormick ◽  
Libba Willcox
Keyword(s):  
Doctoral Students ◽  
Identity Construction ◽  
Graduate Programs ◽  
Academic Identity ◽  
Early Career ◽  
Future Research ◽  
Tenure Track ◽  
Doctoral Graduates ◽  
Early Career Faculty ◽  
Doctoral Socialization

Aim/Purpose: Graduate programs aim to prepare students for future professional roles, yet doctoral graduates often earn faculty positions at institutions that differ from those in which they were socialized. Navigating this “preparation gap” can produce feelings of uncertainty, tension, and, ultimately, dissonance. This collaborative autoethnographic study explores the gap as it was experienced by two early career faculty in a U.S. context. Background: The landscape of academia is rapidly changing, meaning graduate programs cannot prepare each graduate student for every potential professional role offered to them. Therefore, as doctoral graduates emerge from their respective graduate programs, an inevitable gap in preparation exists. This gap in preparation mirrors a gap in the graduate socialization literature, which is limited in describing how early career faculty are socialized into their first positions. Methodology: The paper discusses a year-long collaborative autoethnographic study conducted by two tenure-track early career faculty in Education & Arts fields at universities in the U.S. The study employs Clancy’s (2010) theory of Perpetual Identity Constructing as a theoretical framework to examine the perceived dissonance produced during the transition from doctoral graduates to early career faculty. Contribution: This collaborative autoethnographic account of two early career, tenure-track faculty members’ transition from doctoral graduate to assistant professors expands the literature on doctoral socialization, academic identities, and the potential of qualitative modes of inquiry. Specifically, it recognizes that doctoral graduates experience dissonance and undergo identity construction during the first year. Findings: Our findings revealed three categories repeated in our collaborative autoethnographic data that potentially serve as a window to illuminate the complexity of the dissonance across the gap: support, connection, and control. Each category includes varying levels of dissonance with the self, department, institution, and fields of which we were part. Using Perpetual Identity Constructing theory, each category was examined through the three-stages of academic identity construction. Recommendations for Practitioners: The study has implications for practitioners, specifically those who help to prepare doctoral students for positions at teaching-intensive universities. We recommend doctoral granting institutions expand formal and informal socialization programming to enhance students’ awareness and preparation for the contexts and tensions they may encounter. Recommendation for Researchers: Additional fine-grained studies, like ours, are warranted to further illuminate the complex interaction between the gap in socialization and the academic identity construction process as early career faculty. Impact on Society: Awareness that deconstruction and reconstruction of identity continues beyond doctoral socialization could better prepare future faculty for the perpetual identity work across a career; it has the potential to produce better adjusted early career faculty who improve student outcomes and conduct research that impacts society. Future Research: Based on the findings of this study, future areas of research should further investigate the experiences of early career faculty, in particular their socialization experiences during the transition from candidacy to first career positions.

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.

scholarly journals Training Underrepresented Early-Career Faculty in Cardiovascular Health Research during COVID -19: Structural Inequities and Health Disparity

2021 ◽  
Vol 31 (3) ◽  
pp. 411-416
Author(s):  
Ana F. Diallo ◽  
Olamide Alabi ◽  
Angela Groves ◽  
Amber E. Johnson ◽  
Florence Okoro ◽  
...  
Keyword(s):  
Health Disparities ◽  
Career Development ◽  
Cardiovascular Health ◽  
Minority Groups ◽  
Junior Faculty ◽  
The United States ◽  
Early Career ◽  
Underrepresented Minority ◽  
Early Career Faculty ◽  
Mental Wellness

The COVID-19 pandemic has highlighted race-based health disparities and structural racism in the United States. Enhancing the training of early-career academic and health scientists from underrepresented minority groups (URM) is critical to reduce disparities affecting underserved population groups. A dedicated training program that has been proven to support URM can facilitate career development for junior faculty during the pandemic. This critical support ensures the retention of talented, racially diverse junior faculty who are poised to mitigate struc­tural racism, rather than perpetuate it. We describe how the Cardiovascular Disease Programs to Increase Diversity Among Indi­viduals Engaged in Health-Related Research (PRIDE-CVD) summer institute successfully transitioned from a face-to-face format to a virtual format during the COVID-19 pandemic. As a result, early-career faculty continued to receive the PRIDE-CVD train­ing on research methodology, grantsman­ship, career development, and CVD health disparities, especially as related to the pandemic. In addition, the virtual format facilitated networking, promoted mental wellness, and allowed continual mentor­ship. Collectively, the program provided timely and relevant career development in the COVID-19 era and helped partici­pants navigate the psychosocial challenges of being a URM in cardiovascular health research.Ethn Dis. 2021;31(3):411-416; doi:10.18865/ed.31.3.411

scholarly journals Evaluating Professional Networks in a Gerontological Pre-Dissertation Initiative Using Social Network Analysis

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 549-550
Author(s):  
Erin Murphy ◽  
Rebecca Mauldin ◽  
Jennifer Greenfield ◽  
Nancy Kusmaul ◽  
Noelle Fields ◽  
...  
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Early Career ◽  
Professional Relationships ◽  
Professional Networks ◽  
Professional Needs ◽  
Early Career Faculty ◽  
Professional Network ◽  
Conference Presentations

Abstract Professional networks are critical for PhD students and early career faculty, yet there is scant research on the development of their professional networks. Social network analysis is a useful approach to describe the development of professional networks. This methodological paper explains its use and benefits, using a social network analysis of alumni from the first three cohorts of the Association of Gerontological Education in Social Work (AGESW)’s Pre-Dissertation Fellowship Program (PDFP) as an example. We present results, challenges, and recommendations. Alumni (n = 12) reported meeting an average of 20 scholars (SD = 13.2) through AGESW. These professional relationships led to collaborations on conference presentations and manuscripts as well as opportunities to leverage the relationships for future professional needs. Suggested applications of social network analysis for program evaluation, such as co-author and citation networks, are also presented with a focus on training programs designed to support robust professional network development.

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

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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