scholarly journals Career Paths and Prospects in Academic Data Science: Report of the Moore-Sloan Data Science Environments Survey

2018 ◽  
Author(s):  
R. Stuart Geiger ◽  
Charlotte Cabasse ◽  
Chihoko Y. Cullens ◽  
Laura Norén ◽  
Brittany Fiore-Gartland ◽  
...  
Keyword(s):  
Research Universities ◽  
Career Paths ◽  
Data Science ◽  
Science Careers ◽  
Roles And Responsibilities ◽  
Academic Fields

This report is based on a 2016 survey of members and affiliates of three institutes of data science at major U.S. research universities, focusing on career paths for data scientists within academia. After considering how our respondents define data science, we identify various activities, priorities, resources, and concerns around data science in academia, especially with respect to data science careers. We end by providing recommendations about how universities can better support an emerging set of roles and responsibilities around data and computation within and across academic fields.

Teacher Leadership as a Teacher Career Path

2019 ◽  
pp. 216-237
Author(s):  
Ali Balcı
Keyword(s):  
Teacher Leadership ◽  
Career Paths ◽  
Career Path ◽  
Leadership Roles ◽  
Leadership Model ◽  
Roles And Responsibilities ◽  
School Director ◽  
Conceptual Study ◽  
Teacher Mentor ◽  
Teacher Coaching

Teaching is very difficult, but at the same time a very sacred career. Unfortunately, some teachers may change their careers at the beginning or at any stage of their careers. This may be regarded as the waste of human capital when individual and societal costs of the training are considered. But pursuing an unsatisfying career usually means depressive episodes in professional life. For teachers, there are alternative satisfying career paths compatible with their training such as class leadership, master teacher, mentor teacher, teaching specialist, education consultant, teacher coaching, deputy director, student dean, and school director. In addition to these career paths, as studied in this study, teacher leadership has emerged as an alternative career path in recent years. In this conceptual study, definition, reason, and historical development of teacher leadership, model of teacher leadership, roles and responsibilities of teacher leaders, and finally, their preparation are discussed.

Young Investigator Perspectives. Teaching and the postdoctoral experience: impact on transition to faculty positions

2014 ◽  
Vol 306 (9) ◽  
pp. G739-G740 ◽  
Author(s):  
Jennifer Uno ◽  
Kristen L. W. Walton
Keyword(s):  
Career Paths ◽  
Academic Skills ◽  
Formal Training ◽  
Science Careers ◽  
Institutional Research ◽  
Young Investigator ◽  
Postdoctoral Training ◽  
Faculty Positions ◽  
The Usa ◽  
Career Development Award

This editorial continues with our Young Investigator Perspectives series. Drs. Uno and Walton are young investigators who hold faculty positions. They completed a K12 postdoctoral program through the IRACDA (Institutional Research and Career Development Award) program sponsored through the NIGMS institute at NIH. IRACDA programs exist at multiple institutions in the USA to combine postdoctoral training with formal training in academic skills and teaching at partner institutions. I thank Drs. Walton and Uno for a thoughtful perspective on how this experience shaped their career goals to combine teaching and research and inspire undergraduates to science careers. Given the current national dialog on broadening career paths and outcomes for PhD scientists, this is a timely perspective. — P. Kay Lund

Currents: The Research University of the Twenty-First Century

1998 ◽  
Vol 7 (2) ◽  
pp. 17-21
Author(s):  
C. Judson King
Keyword(s):  
Research Universities ◽  
Career Paths ◽  
Research University ◽  
First Century ◽  
Information Networks ◽  
Economic Conditions ◽  
Job Requirements ◽  
Societal Benefit ◽  
American Research ◽  
Research And Education

Changes affecting American research universities include rapid advances in information technology; trends in job requirements, career paths and demographics; business restructuring; and the use of societal benefit as a criterion for financing research. In response, research will become more collaborative and international. Scholarly communication will transformed by the electronic world. Libraries will become sophisticated linked information networks equipped with powerful search engines. The structure and size of the research enterprise will adapt to economic conditions. Research universities will build greater synergies between research and education and adjust to serve the needs of a diverse populace for primary and continuing education.

scholarly journals REFLECTIONS ON VA TRAINING AND EMPLOYMENT FROM INTERVIEWS ON CAREER PATHS IN GEROPSYCHOLOGY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S11-S11
Author(s):  
Elizabeth M Shumaker ◽  
M Lindsey Jacobs ◽  
Jessica V Strong ◽  
Rebecca S Allen
Keyword(s):  
Professional Development ◽  
Qualitative Analysis ◽  
Career Paths ◽  
Veterans Affairs ◽  
Department Of Veterans Affairs ◽  
Psychology Trainees ◽  
Roles And Responsibilities ◽  
The World ◽  
The Many ◽  
The U.S

Abstract The U.S. Department of Veterans Affairs (VA) is one of the largest trainers and employers of psychologists in the world and many clinical geropsychologists have worked for the VA for some portion if not all of their careers. The current qualitative analysis was conducted on phone interviews with 28 psychologists and psychology trainees regarding careers in geropsychology that focused on participants’ reflections on factors that influenced their career paths. This presentation will summarize subthemes from the many participant responses that included statements about the VA. Examples include discussion of the convenience and comfort of transitioning to a VA job after training within this system as well as reflections about the timing of professional development conversations with supervisors and mentors on VA internships and fellowships given the proximity to entering the workforce. Identified benefits and challenges of work in the VA will also be discussed (e.g., varied roles and responsibilities).

Success Strategies: Implementing the Professional Performance Review Process for School-Based Speech-Language Pathologists

2009 ◽  
Vol 19 (1) ◽  
pp. 4-9
Author(s):  
Jill Parmenter ◽  
Sheryl Amaral ◽  
Julia Jackson
Keyword(s):  
Review Process ◽  
Successful Implementation ◽  
Speech Language Pathologists ◽  
Self Advocacy ◽  
Professional Performance ◽  
Performance Review ◽  
Roles And Responsibilities ◽  
Speech Language Pathologist ◽  
School Based ◽  
Review Management

Abstract The Professional Performance Review Process for School-Based Speech-Language Pathologists (PPRP) (ASHA, 2006) was developed in response to the need for a performance review tool that fits school district requirements for performance review management while addressing the specific roles and responsibilities of a school-based speech-language pathologist (ASHA, 2006). This article will examine the purpose and components of the PPRP. A description of its use as a tool for self-advocacy will be discussed. Strategies for successful implementation of the PPRP will be explained using insight from speech-language pathologists and other professionals familiar with the PPRP.

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