scholarly journals TCNJ ADVANCE Program (TAP): Assessment and Faculty Development Initiatives for Fostering Career Advancement within a PUI Environment

2020 ◽  
Author(s):  
Karen Yan ◽  
Lisa Grega ◽  
Suriza VanderSandt ◽  
Diane Bates ◽  
Elizabeth Borland ◽  
...  
Keyword(s):  
Faculty Development ◽  
Career Advancement ◽  
Development Initiatives

Faculty Development Initiatives in Academic Dentistry: A Systematic Review

2019 ◽  
Vol 83 (9) ◽  
pp. 1107-1117 ◽  
Author(s):  
Chelsea Johnston ◽  
Joyce Ganas ◽  
Y. Natalie Jeong ◽  
Amanda Nevius ◽  
Seyed Hossein Bassir ◽  
...  
Keyword(s):  
Systematic Review ◽  
Faculty Development ◽  
Development Initiatives

scholarly journals Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions

2014 ◽  
Vol 20 (7) ◽  
pp. 563-570 ◽  
Author(s):  
Cynthia R. Long ◽  
Deborah L. Ackerman ◽  
Richard Hammerschlag ◽  
Louise Delagran ◽  
David H. Peterson ◽  
...  
Keyword(s):  
Faculty Development ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Academic Institutions ◽  
Research Literacy ◽  
Advance Research ◽  
Development Initiatives

scholarly journals New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Aditi Puri ◽  
Daren Graves ◽  
Arlene Lowenstein ◽  
Lily Hsu
Keyword(s):  
Academic Success ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Mentoring Programs ◽  
New Faculty ◽  
Terminal Degree ◽  
Development Initiatives ◽  
The Impact ◽  
Hygiene Theory

New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.

scholarly journals 2527

2017 ◽  
Vol 1 (S1) ◽  
pp. 21-21
Author(s):  
Solomon Abiola ◽  
Kristen Bush
Keyword(s):  
Faculty Development ◽  
Network Performance ◽  
Career Advancement ◽  
Research Collaboration ◽  
Scale Up ◽  
Translational Science ◽  
Citation Networks ◽  
New Members ◽  
Faculty Collaboration ◽  
Automated Method

OBJECTIVES/SPECIFIC AIMS: (1) Obtain publically available citation data, funding data, and generate multiple networks topologies based on dynamic queries of individual faculty. (2) Determine successful pathways that lead to tenure, and career advancement, in addition to determining the effect of CTSA programs on faculty collaboration. (3) Develop publically available commercial interface for the study of faculty networks METHODS/STUDY POPULATION: For our study we included all available citation and funding data publically available on all CTSA programs (as of 2015) with historical data dating back to 2005. We then included the top 25 collegiate institutions who may not have had a CTSA program (eg, Princeton University). We then developed network topologies for each university network, and explore the evolution of individuals in these networks, and the effects of faculty development—as an example in the University of Rochester network, we singled out the directors of the CTSA program there to understand their level of centrality and overall impact on network development, with key observations being that early publications across varying domains lead to stronger network performance. Although individuals who did not benefit from such development, may have succeeded but if they did were likely to leave the institution for elsewhere. RESULTS/ANTICIPATED RESULTS: A secondary goal of this project is to evaluate the effectiveness of the Clinical & Translational Science Institute (CTSI) since its inception in 2006. The mission of CTSI is to advance the field of translational science and research, to link other departments at URMC and community stakeholders by research collaboration, publication, and goals to improve population health, and provide translational education and training to students, researchers, and physicians. To determine how the induction of CTSI affects collaboration within the URMC network, we examined the role of funding in the CTSI network. This was done around the second successful funding around 2013. In doing so we can see that not only did the funding request affect the network topology, but opened new collaborations which were not present prior to the request. DISCUSSION/SIGNIFICANCE OF IMPACT: We have developed an automated method, which is superior to manual methods necessary for citation generation and funding data analysis of faculty growth in citation networks. This technique is applicable to all institutions, not just those in a CTSA environment, but demonstrates the benefit of cross-collaborative efforts, in the case of the URMC network we can state the following. The key takeaway is for individuals to succeed in the URMC collaborative environment they should create their own network and expand it and eventually rise to prominence. There are 2 pathways to this you can take the Dewhurst approach which is to seek out collaborations among internal peers and scale up. Or you can take the Nedergaard approach which is develop the special network, and gain enough public recognition outside of the network that you are capable of leaving it (Fig. 2d). In either case, collaborations among communities and diverse out-degree networks allow faculty to succeed in their given field. Given the wealth of data which has been curated in this fashion, there are numerous explicit questions that can be asked of the data. One of the unique approaches of this data is that is highly reproducible, which allows various questions to be asked. Future work would try to determine what optimal pathways are in a given network to success, and who are ideal collaborators, and collaborations to avoid. Given this information, custom pathways to career success for individual faculty can be developed, moving beyond purely institutional level co-citation networks, which do little to advance faculty development at scale. In Figs 1c and d, the network increased by 75% in terms of graph density (0.007) and decreased by 18.8% (16) in terms of diameter. What this suggest in that the interconnectivity of the network grew dramatically, while the ability for new members to integrate into it increased. This also apparent when one examines the modularity of the network down by 3.6% (0.857), this suggest that the network has as many communities but these communities are less isolated that those in the previous funding year, meaning fields are becoming more transdisciplinary in their collaborations. This was the result of the presence of a CTSA program, thus demonstrating the effectiveness of such institutions, however, our analysis also lays the framework for applying this to other institutions which may be considering a CTSA. Or maintaining the success of a given CTSA program, and ultimately determining where faculty should place their efforts and choose which programs to pursue career advancement.

6. CanMEDSification: The role of postgraduate medicine office in supporting the learning and teaching of CanMEDs Roles

2007 ◽  
Vol 30 (4) ◽  
pp. 30
Author(s):  
S. Glover Takahashi ◽  
S. Verma ◽  
L. Muharuma ◽  
R. Zulla
Keyword(s):  
New York ◽  
Medical Education ◽  
Faculty Development ◽  
San Francisco ◽  
Professional Competence ◽  
Postgraduate Medical Education ◽  
University Of Toronto ◽  
Development Initiatives ◽  
The University ◽  
Postgraduate Medicine

The Postgraduate Medical Education Office at the University of Toronto has implemented a range of faculty development initiatives targeted at supporting the full implementation of CanMEDS roles and competencies in the day to day learning, teaching and evaluation of residents across the highly distributed postgraduate medicine training programs. In October 2005, the Royal College of Physicians and Surgeons of Canada (RCPSC) released a revised version of the CanMEDS roles. In June 2006, the RCPSC accreditation standards for postgraduate medicine changed some standards which result in an increased expectation of implementation of the CanMEDS roles in teaching and evaluation of residency programs. From 2005 to 2007, there have been numerous initiatives by the Postgraduate Medical Education Office to support the understanding and implementation of the CanMEDS roles into the learning, evaluation and outcomes of postgraduate training at the University of Toronto. The PGME Office supported the ‘CanMEDSification’ or integration of the CanMEDS framework by: 1) Supporting the development of teacher/faculty teaching and evaluation resources; 2) Providing faculty development in the understanding of these competencies; 3) Providing explicit program feedback through the Internal Review process The CanMEDS roles have been widely integrated into teaching and evaluation at the University of Toronto. The high attendance rates at workshops and positive workshop evaluations indicate the value of centralized faculty development initiatives and also indicate an increasing confidence in using CanMEDS. The workshop evaluations also indicate a need for additional faculty development in evaluating the non Medical Expert roles. Shorter E. Oxford English Dictionary (5th ed.). Oxford, UK: Oxford University Press, 2002. Harris, IB. Deliberative inquiry: The arts of planning. in E.C. Short (ed.), Forms of curriculum inquiry. Albany: State University of New York Press, 1991; 285-307. Harris, IB. New expectations for professional competence. In L. Curry & J. F. Wergin (Eds.), Educating professionals: Responding to new expectations for competence and accountability. San Francisco: Jossey-Bass, 1993; 17-52.

scholarly journals Online Faculty Development in low- and middle-income countries for Health Professions Educators: A rapid realist review

2021 ◽  
Author(s):  
Lianne Keiller ◽  
Champion Nyoni ◽  
Chantel van Wyk
Keyword(s):  
Faculty Development ◽  
Realist Review ◽  
Health Professions ◽  
Online Faculty ◽  
Middle Income ◽  
Middle Income Countries ◽  
Online Faculty Development ◽  
Development Initiatives ◽  
Rapid Realist Review ◽  
Low And Middle Income

Abstract Background Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1 030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.

scholarly journals Librarians as faculty developers: Leading educational development initiatives

2019 ◽  
Vol 80 (4) ◽  
pp. 220 ◽  
Author(s):  
Katelyn Handler ◽  
Lauren Hays
Keyword(s):  
Faculty Development ◽  
Graduate School ◽  
Educational Development ◽  
Academic Librarianship ◽  
Development Initiatives

Faculty development might not immediately spring to mind as a role for librarians. It’s not something that we’re taught how to do in graduate school, and it’s easy enough to be swallowed up by all of the traditional day-to-day demands of academic librarianship. However, we have had the opportunity to work with and alongside faculty development departments at our institutions. From this work, we realized how much we enjoy it and how well it fits with many of the things we already do as librarians. It is our hope that other librarians will start to see connections between the work of librarians and the work of faculty developers, and be more willing to pursue this as a part of their larger presence at their institutions.

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