scholarly journals Balancing the Roles of a Junior Faculty Member: Perspectives from Athletic Training and Physical Therapy

2019 ◽  
Vol 14 (1) ◽  
pp. 24-34
Author(s):  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham
Keyword(s):  
Physical Therapy ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Junior Faculty Member

scholarly journals Faculty Mentorship in Higher Education: The Value of Institutional and Professional Mentors

2018 ◽  
Vol 13 (3) ◽  
pp. 259-267 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sara L. Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Mentoring Relationships ◽  
Junior Faculty Member ◽  
Socialization Process ◽  
Athletic Training Faculty ◽  
Training Faculty

Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.

A Mother-Scholar During COVID-19

2020 ◽  
pp. 107780042097875
Author(s):  
Van Lac
Keyword(s):  
Distance Learning ◽  
Young Children ◽  
Faculty Member ◽  
Research Productivity ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Tenure Track ◽  
Qualitative Researcher ◽  
Global Pandemic ◽  
Emergent Literature

This poem highlights the current challenges and the lived realities of a mother-scholar during COVID-19. As a mother of two young children, the author details how the global pandemic has thrown her life into chaos as she attempts to provide support to her children with distance learning while also fulfilling her duties with teaching, research, and service as a junior faculty member on the tenure-track. Reinforcing the emergent literature on the lack of research productivity during this pandemic for mother-scholars, the author as a qualitative researcher illuminates this exact challenge in her poem.

EDITORIAL BOARD TRIBUTE TO THE NOBELS

2004 ◽  
Vol 8 (5) ◽  
pp. 555-557
Keyword(s):  
Faculty Member ◽  
Nobel Prize ◽  
Graduate School ◽  
Junior Faculty ◽  
Advisory Board ◽  
Junior Faculty Member ◽  
Nobel Committee ◽  
Macroeconomic Dynamics ◽  
Formative Years

The Editor, Advisory Board, and Associate Editors of Macroeconomic Dynamics extend their heartiest congratulations to Finn Kydland and Ed Prescott as the co-recipients of the 2004 Nobel Prize in Economics.Finn has served on the MD advisory board since the journal's founding, and his advice during the journal's formative years has helped make MD the success it is today.Much of the work which the Nobel Committee cited as the basis for awarding the prize to Finn and Ed was done while Ed was a junior faculty member at the Graduate School of Industrial Administration (now the Tepper School of Business) at Carnegie Mellon University, and while Finn was earning his doctorate at GSIA. As a result, the Board thought it would be appropriate to include a brief explication of the significance of Finn and Ed's work written by one of Finn's current Ph.D. students at Carnegie Mellon, Espen Henriksen. Espen is currently working to complete his thesis under Finn's supervision.

scholarly journals Athletic Training and Physical Therapy Junior Faculty Member Preparation: Perceptions of Doctoral Programs and Clinical Practice

2020 ◽  
Author(s):  
Jessica Barrett ◽  
Stephanie Singe ◽  
Aynsley Diamond
Keyword(s):  
Clinical Practice ◽  
Physical Therapy ◽  
Athletic Training ◽  
Doctoral Degree ◽  
Junior Faculty ◽  
Faculty Members ◽  
Care Practice ◽  
Degree Programs ◽  
Hands On ◽  
Doctoral Degree Programs

Background: Institutions of higher education suffer from a shortage of appropriately prepared faculty members in athletic training and physical therapy programs. Both professional programs have recently undergone curricular reform and degree change. We sought gain an understanding of the preparation mechanisms experienced by athletic training and physical therapy practitioners for their junior faculty positions. Method: Twenty-six athletic trainers and physical therapists participated in this phenomenological study. Data from one-on-one phone interviews were analyzed following the inductive process of interpretive phenomenological analysis. Content experts, pilot interviews, multiple analysts and member checking ensured trustworthiness. Results: Findings indicate two primary mechanisms prepared the practitioners to become junior faculty members: doctoral degree programs and clinical practice. Doctoral degree programs did not provide experiences for all future faculty roles. Hands-on patient care practice provided participants the context for their teaching and confidence in knowledge aptitude. Conclusion: Doctoral institutions should provide a variety of hands on active learning experiences to doctoral students. Future faculty members can maximize the amount of time they provide clinical care to patients, following the attainment of their professional credential. Clinical competence and proficiency will serve as the foundational basis for their future teaching endeavors and may increase credibility and respect.

scholarly journals Athletic Training Junior Faculty Experiences with Institutional Expectations for Tenure and Promotion

2019 ◽  
Vol 14 (3) ◽  
pp. 198-207
Author(s):  
Stephanie Mazerolle Singe ◽  
Sara Nottingham ◽  
Kelly A. Coleman
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Full Time ◽  
Socialization Process ◽  
Institutional Expectations ◽  
Interpretative Phenomenological Approach ◽  
Past Experiences

Context Tenure-earning faculty are evaluated in 3 primary areas including teaching, research and scholarship, and service. Struggles regarding earning tenure are not unique to the academe, but within the athletic training discipline concerns do exist. Objective We examined the organizational socialization process for junior athletic training faculty members as they learned about the tenure and promotion expectations at their institutions. Design Interpretative phenomenological approach. Setting Higher education institutions with an athletic training program. Patients or Other Participants Nineteen junior faculty members (13 women, 6 men) addressed their understanding of tenure guidelines. Our participants were 32 ± 3 years of age, averaged 2 ± 2 years as a full-time faculty member, and were all at the assistant rank. Main Outcome Measure(s) All participants completed one-on-one phone interviews. We followed a stepwise approach to evaluating the data, which is described by the interpretative phenomenological approach. To ensure credibility of the interview protocol and to bracket some of our possible biases, a peer review and pilot study were conducted. Results There were 3 findings regarding the faculty members' understanding of the tenure process at their institutions: (1) vague expectations, (2) change in leadership, and (3) differing expectations in departments and college levels. The faculty believe improving understanding of promotion and tenure should include (1) formal, ongoing annual feedback, (2) informal communication with administrators, (3) informal institutional mentorship, and (4) instructional scaffolding. Conclusions Athletic training junior faculty experience challenges with understanding tenure and promotion expectations at their institutions, mainly due to changes in leadership and a dichotomy between departmental and institutional expectations. The vagueness is often overcome when the faculty member receives support and guidance from colleagues and supervisors who not only share past experiences in knowledge but also provide feedback for understanding.

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