scholarly journals Mentoring Nurse Scientists to Meet Nursing Faculty Workforce Needs

2012 ◽  
Vol 2012 ◽  
pp. 1-5 ◽  
Author(s):  
Mary A. Nies ◽  
Meredith Troutman-Jordan
Keyword(s):  
Nursing Faculty ◽  
Junior Faculty ◽  
Senior Faculty ◽  
Faculty Mentor ◽  
Research Mentoring ◽  
Individual School ◽  
Faculty Success ◽  
The Individual ◽  
Workforce Needs ◽  
Common Vision

Research indicates that mentoring has been highly effective in promoting faculty success. Strong mentors in the area of scholarship are extremely valuable for junior faculty, not only because of their research and academic expertise but also for their role modeling behaviors. This paper highlights key components of research mentoring used by a senior nursing faculty member. The senior faculty mentor and junior faculty mentee developed a common vision, relating to research interests in health promotion for vulnerable populations. Impact at the individual, school, university, and society level is discussed, and benefits of mentoring to meet nursing faculty workforce needs are emphasized.

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.

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.

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.

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.

Sociocultural Issues in Psychiatry

2019 ◽  
Keyword(s):  
Mental Health ◽  
Minority Stress ◽  
Junior Faculty ◽  
Explanatory Models ◽  
Cultural Issues ◽  
Senior Faculty ◽  
Stress Theory ◽  
Cultural Challenges ◽  
Diagnostic And Statistical Manual ◽  
Gender Minorities

This book explains fundamental concepts in cultural psychiatry using a case-based format and is geared toward clinicians and educators in the mental health fields. Whereas similar books have focused on providing guidelines for working clinically with specific populations, such as racial/ethnic or sexual/gender minorities, this book aims to expand the concept of culture as both multifactorial and dynamic, and to enhance knowledge and skills for translating theory into practice across diverse patient populations and clinical contexts. Chapters cover culture as a multidimensional construct; the way cultural issues have been treated in successive editions of the Diagnostic and Statistical Manual of Mental Disorders; global psychiatric epidemiology; social determinants of psychiatric illness; the checkered past of psychiatry as a profession; minority stress theory; explanatory models of mental illness; the roles that religion, spirituality, gender, and sexuality play in the psychiatric encounter; implicit bias; how to respond to patients who request a provider of a specific race or gender; handling cultural challenges; and teaching sociocultural psychiatry across the lifespan. The goal of the book is to educate mental health clinicians at all levels, whether trainees, junior faculty, or senior faculty engaged in lifelong learning.

scholarly journals Comparative international testing of early childhood education: The democratic deficit and the case of Portugal

2019 ◽  
Vol 17 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Diana Sousa ◽  
Sue Grey ◽  
Laura Oxley
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Best Practice ◽  
Well Being ◽  
Democratic Deficit ◽  
Policy And Practice ◽  
Childhood Education ◽  
Individual School ◽  
The Individual ◽  
International Testing

The Organisation for Economic Co-operation and Development (OECD) has a key role in driving educational discourse and global educational governance. Its comparative ‘Programme of International School Assessment’ (PISA) has explicitly linked the knowledge and skills of young people with the economic potential of countries. Through the International Early Learning and Child Well-Being Study (IELS), the OECD plans to extend its reach to early childhood education (ECE) by developing metrics to measure ‘quality’ in ECE. This focus gives weight to discourses centred around ideas of ‘what works’. The rhetoric derives from the principles that standards of learning and well-being can be improved by emulating notions of ‘best practice’ identified through comparative data.  This article uses the case of Portugal to illustrate the significant disconnect between the aims and pedagogies of ECE and the increasingly influential de-contextualised discourses concerning ranking, performance and outcomes, as espoused by the OECD IELS project. Using evidence from three diverse Portuguese ECE settings, we illustrate how conceptual understandings of democracy in each school closely reflected the individual school philosophies. We discuss how the dampening of localised realities, for example, through standardisation and de-contextualisation, could lead to a democratic deficit enabled by discourses which displace the purpose, complexity and subjectivity of ECE policy and practice.

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