Browsing by Subject "Faculty Development"

Now showing 1 - 10 of 39
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    Active Learning on Center Stage: Theater as a Tool for Medical Education
    (Association of American Medical Colleges, 2019-01-30) Hobson, Wendy L.; Hoffmann-Longtin, Krista; Loue, Sana; Love, Linda M.; Liu, Howard Y.; Power, Christine M.; Pollart, Susan M.; Obstetrics and Gynecology, School of Medicine
    Introduction: Knowledge and skill development related to communication must incorporate both affective and behavioral components, which are often difficult to deliver in a learning activity. Using theater techniques and principles can provide medical educators with tools to teach communication concepts. Methods: This 75-minute faculty development workshop presents a variety of techniques from theater and adapts them for use in medical education. Using examples related to diversity and inclusion, this session addresses general educational and theater principles, role-play, sociodrama, applied improvisation, and practical aspects of involving theater partners. The session materials include a PowerPoint presentation with facilitator notes, interactive activities to demonstrate each modality, and an evaluation. The sessions can be extended to longer formats as needed. Results: Forty-five participants at Learn Serve Lead 2016: The AAMC Annual Meeting attended the 75-minute session. We emailed 32 participants 5 months after the conference, and eight responded. Participants reported that their confidence level in using theater techniques as a tool for medical education increased from low-to-medium confidence presession to high confidence postsession. All survey respondents who were actively teaching said they had made changes to their teaching based on the workshop. All commented that they appreciated the active learning in the session. Many indicated they would appreciate video or other follow-up resources. Discussion: Principles and techniques from theater are effective tools to convey difficult-to-teach concepts related to communication. This workshop presents tools to implement activities in teaching these difficult concepts.
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    All Faculty Matter: The Continued Search for Culturally Relevant Practices in Faculty Development
    (New Forums Press, Inc., 2019-09) Sotto-Santiago, Sylk; Tuitt, Frank; Saelua, Natasha
    The evidence appears to be strong that faculty development programs increase retention, productivity, interest in leadership positions, and promotion for faculty. However, the spaces developed for historically marginalized faculty (HMF) are still limited and not focused enough. This study examined tailored programs and perspectives amongst faculty developers regarding the advancement or furthering minoritization of historically marginalized faculty via institutional based and national programs. Findings include best practices in HMF tailored programs, curriculum topics for faculty developer preparedness, and address an “all faculty matter” perspective.
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    Career Self-Efficacy Mentoring for Pre-Promotion Underrepresented Faculty
    (Office of Academic Affairs, IUPUI, 2016-09-16) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, Cheryl
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program at Indiana University – Purdue University Columbus.
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    Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC
    (Office of Academic Affairs, IUPUI, 2015-02-15) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee; Torres Bernal, Anibal; Crisp, Cheryl
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    Creating a Culture of Faculty Advancement
    (Office of Academic Affairs, IUPUI, 2016-05-17) Cecil, Amanda; Angermeier, Lisa K.
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    Creating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences
    (Office of Academic Affairs, IUPUI, 2016-09-16) Scott, Patricia J.; Dierks, Tracy A.
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    Creating an Infrastructure for Professional Development and Mentoring in the School of Health and Rehabilitation Sciences
    (Office of Academic Affairs, IUPUI, 2016-09-16) Scott, Patricia J.; Dierks, Tracy A.
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program in the School of Health & Rehabilitation Sciences, IUPUI.
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    Developing a Climate for Continuous Development
    (Office of Academic Affairs, IUPUI, 2016-09-16) Williams, Jane R.; Vemuri, Guatam
    This poster describes the progress and lessons learned as a result of newly implemented Faculty Mentoring Program in the IUPUI School of Science (SOS).
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    Developing a Climate for Continuous Development across Faculty Ranks: An Initial Focus on Associate Professors
    (Office of Academic Affairs, IUPUI, 2015-02-15) School of Science, IUPUI
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    Diversifying for Sustainability: Repurposing a Targeted Pilot Faculty Mentoring Program
    (2017-10) Towers, George W.; Poulsen, Joan R.; Zoeller, Aimee; Crisp, Cheryl; Torres Bernal, Anibal
    For most junior faculty at Indiana University – Purdue University Columbus, dissatisfaction with traditional mentoring, that is, pairing with a senior departmental colleague for open-ended mentoring, was a fact of faculty life. In 2015-16, the authors addressed this ineffective reality by implementing a grant funded pilot program to provide targeted mentoring on career self-efficacy for under-represented, pre-promotion faculty. Mentors received training and were matched with mentees. Assessment demonstrated program effectiveness. Participants made measurable gains in general self-efficacy; increasing their self-confidence, establishing more robust social supports, and learning new strategies for career success. Upon program completion, we sought a sustainable modification of the program to more broadly serve all faculty. Feedback from focus groups led us to diversify the program by creating a “mentor bureau” and conducting mentee-only peer mentoring sessions. The bureau helps mentees form a local mentoring network or “map” (Rockquemore, 2013). We asked mentors to identify areas of expertise and mentees to choose from among these topics. In 2016-17, the mentoring bureau enlisted 15 mentors who mentored 11 mentees. Including program leaders, 44% (27 of 62) of full-time faculty participated in the bureau. Peer-mentoring was conducted through informal discussions at monthly mentee-only lunches. Feedback indicates satisfaction with both program components. Mentees reported that they gained expertise through the mentoring bureau and built relationships in the peer mentoring meetings. We are pleased to have the opportunity to share our sustainable and diverse mentoring model that successfully complements traditional mentoring.