scholarly journals Early career faculty development at selected midwestern land-grant colleges of agriculture and related sciences

2010 ◽  
Author(s):  
Lucas Dee Maxwell
Keyword(s):  
Faculty Development ◽  
Early Career ◽  
Land Grant ◽  
Early Career Faculty ◽  
Colleges Of Agriculture

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

scholarly journals Discussing the Undiscussed: What Ingredients are Missing in Faculty Udevelopment Programs?

2018 ◽  
Vol 7 (2) ◽  
pp. 64-67
Author(s):  
Dinesh Kumar
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Early Career ◽  
Development Programs ◽  
Faculty Mentoring ◽  
Faculty Vitality ◽  
Good Judgment ◽  
Faculty Identity ◽  
Early Career Faculty ◽  
Daunting Task

Background: Faculty development programs are essential for the advancement of faculty competence and organizational vitality. This is a multidimensional, daunting task because it involves transforming early career faculty with newer professional competencies such as educators, researchers and leaders. To get accustomed to these newer roles and responsibilitiesin medical education, faculty development programs must be modified and upgraded over time.However, a number of quintessential themes required for contemporary medical education practices are not routinely being addressed, particularly in medical schools in developing countries. Methodology: This narrative review explores some practical complications in the existing faculty development programs and describes six areas to consider as the field of faculty development moves forward: incorporation of faculty identity, faculty vitality, barriers to faculty mentoring,breaking down silos, missing the grounds of evaluation, and importance of phronesis (that is,good character and good judgment). Conclusion: By exploring frequently encountered challenges in designing and implementing faculty development activities, this article asks medical educators to advance faculty development programs beyond formal activities and situate these in a wider context to aid collaboration between colleagues.

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.

Confronting the nameless-faceless: a duoethnography of navigating turnover and early career socialization

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Norma López ◽  
Demetri L. Morgan
Keyword(s):  
Organizational Context ◽  
Early Career ◽  
Professional Commitment ◽  
Academic Socialization ◽  
Faculty Roles ◽  
Content Type ◽  
Self Reflection ◽  
Left Behind ◽  
Early Career Faculty ◽  
Practical Implications

PurposeThe purpose of this duoethnography was to share our narratives as a left-behind early career faculty (ECF) and graduate student with minoritized identities and reflect on academic socialization processes. Specifically, when many scholars are raising alarms about the retention and success of faculty with minoritized identities, it is crucial to recognize the dimensions of socialization within the organizational context of academia.Design/methodology/approachThe authors sought an approach that would facilitate the interrogation of the overlap and divergence of the authors’ perspectives. Duoethnography research design was chosen for its focus on self-reflection as well as on the importance of the expression and consideration of those diverging perspectives. The goal was collaboration to generate a discussion that deepens a complex understanding of socialization in and professional commitment to academia.FindingsThe central insight that surfaced from the analysis of our duoethnography data is the enhanced understanding of the “nameless-faceless” dimension of academic socialization. Endeavoring to understand why faculty leave and how those who are left behind make sense of that departure led the authors to examine the unknown entities the authors are responsible to and for so they may better understand their commitment to academia.Research limitations/implicationsThe authors’ findings reveal that the nameless–faceless element is just a generalized behavior adopted in the interest of restricted and individual advantage. Diversity and equity practices are touted as a priority, but frequently, institutions act in ways that establish their own self-interests. The authors argue that we are all the nameless–faceless when they participate in academic norms that work to uphold and perpetuate traditional practices in academia.Practical implicationsThe authors’ findings point to intentional mentoring and integration of responsibility in faculty roles as potential recruitment and retention tools.Originality/valueThe authors extend the importance of collaboration and mentorship in retaining graduate students and EFC to the concept of intertwined professional commitment, or the theory that it is not simply the outcomes that are influenced by the support and cooperation between faculty with minoritized identities but that our professional commitment to academia is strengthened by that collaboration and witnessing each other's purpose and motivation to remain in academia.

Three Challenges of Early-Career Faculty and the Importance of Self-Care

2021 ◽  
pp. 227-250
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Faculty Member ◽  
Self Care ◽  
Learning To Teach ◽  
Early Career ◽  
Early Career Faculty ◽  
Taking Care

This chapter presents three challenges associated with being an early-career faculty member: learning to teach in the context of higher education, learning to advise in the context of higher education, and learning to cope with organizational change. After describing the nature of these challenges in detail, the framework of self-care is introduced. Seven strategies are presented: insisting that your students take responsibility for their actions, learning to say no, learning to identify burnout in your colleagues, establishing a network of family and friends, scheduling breaks throughout the day and doing things you enjoy, taking care of yourself physically, and not trying to be perfect. The aim of this chapter is for readers to understand more comprehensively (some of) the challenges associated with becoming an early-career faculty member and to acquire some strategies that can help one to cope with these challenges before, during, and after experiencing these challenges.

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