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Item ASPIRE: A Program for Developing Clinician Educators’ Scholarship, Advancement, and Sense of Comm(Springer, 2022) Cottingham, Ann H.; Sachs, Greg A.; Frankel, Richard M.; Medicine, School of MedicineIntroduction: Faculty development programs encouraging clinician educators' scholarship have been established at many medical schools. The same is true for programs that address the isolation and loneliness many faculty members feel in their day-to-day clinical work and administration. Few programs have explicitly combined development of scholarship and sense of community. Aim: The goals of the Advanced Scholars Program for Internists in Research and Education (ASPIRE) are as follows: (1) provide training in scholarship development including research methods, implementation, and dissemination; (2) provide expert mentoring and support for professional development; and (3) create a greater sense of campus community. Setting: ASPIRE scholars are clinician educators in the Department of Medicine at Indiana University School of Medicine. Program description: The program runs 18 months, includes intensive mentoring, covered time for scholars and mentors, resources, and two half-day educational sessions per month focused on scholarship and community development. Program evaluation: Institutional leaders' public statements and actions regarding ASPIRE were documented by program leadership. Data collected from ASPIRE mentors and scholars through interviews and free text survey responses were analyzed using an immersion/crystallization approach. Two central themes were identified for both scholars and mentors: benefits and challenges of the program. Benefits included mentors, program design, community development, increased confidence, skills development, improved patient care, and institutional impact. Challenges included time to accomplish the program, balance of community-building and skills development, and lack of a clear path post-ASPIRE. Discussion: Combining skills-based learning with safe psychological space were judged important elements of success for the ASPIRE program. Conversations are ongoing to identify opportunities for scholars who have completed the program to continue to pursue scholarship, expand their skills, and build community. We conclude that the program both is feasible and was well-received. Sustainability and generalizability are important next steps in ensuring the viability of the program.Item Black Grandmother Power: The Art and Wisdom of Caregiving and Leadership(2024-02) Rowley, Latosha Morvette; Jackson, Tambra; Graff, Cristina Santamaria; Murtadha, Khaula; Morton, CrystalBlack grandmothers often take on the dual role of caregivers and leaders within their families. The caregiving and leadership practices demonstrated by grandmothers enables Black children to resist social inequities and oppression that they encounter in their lives. The narratives of Black grandmothers and their caregiving and leadership roles remain underexplored/absent from the existing research on the Black family. This research proposes to fill the gap in literature by analyzing multiple case studies in which Black grandmothers testify to their lived experiences with deploying caregiving love to ensure the social, emotional, physical, educational, and spiritual well-being of their grandchildren. These case studies have been analyzed through the theoretical lens of Africana Womanism and Black Womanist Leadership. By understanding the leadership experiences and efforts of Black grandmothers, as well as the barriers they have encountered because of their intersectional positionalities they occupy, there are applicable insights into culturally responsive school leadership, instruction, curriculum, policies, and practices. Uncovering these insights can improve academic growth and development for Black children.Item Collaborative Leadership in Social Innovation: A Leadership Framework for Tackling Wicked Public Challenges(2023-11) Freije, Brenda Hacker; Haberski, Raymond J., Jr.; Blomquist, William A.; Craig, David M.; Hong, YoungbokIn today’s world, we regularly hear about and experience intractable, systemic social problems that seem to defy solutions. How do we engage in systems change to address them? What processes can help us deal more effectively with them? It is not enough to say we need to change their systems. We need to know how to change them and lead others in the work. This dissertation explores how leadership teams and organizations can tackle wicked public challenges by working collaboratively with stakeholders through a process of trying to understand the challenge and designing strategies to influence systems change. I offer a Leadership Framework for these efforts that puts the collaborative leader in the role of expert intermediary responsible for seven Core Functions within the Leadership Framework. As expert intermediary, the collaborative leader facilitates vision-informed and values-driven decision-making and draws on a range of leadership and problemsolving approaches with four priorities: (1) to provide a systems view and understanding of the challenge, (2) to facilitate collaborative engagement and learning from a wide range of stakeholders, (3) to consider in the design and implementation of strategies and solutions the interconnections between economic growth, social inclusion, and environmental protection in human flourishing, and (4) to recognize that values run through it all. I refer to the Leadership Framework and its process as Collaborative Leadership in Social Innovation. I lay out the Leadership Framework as a concept map showing the Core Functions arranged along a path with Key Actions for each Core Function and other foundational components to the path. Learning is the glue that holds the Leadership Framework together and a key output. The Leadership Framework is designed to improve decision-making about wicked public challenges by ensuring sufficient time is dedicated to the Core Functions that precede the design and implementation of strategies and solutions. Following the Leadership Framework reduces the chances that solutions will lead to unintended results, miss opportunities, or focus on solving smaller problems in siloes that get at symptoms but rarely the heart of a challenge.Item Five behaviors to drive leadership in times of crisis(O'Neill School of Public and Environmental Affairs, IUPUI, 2020-04-06) Johnson, Sara M.; O'Neill School of Public and Environmental AffairsItem Gender Differences in Experiences of Leadership Emergence Among Emergency Medicine Department Chairs(American Medical Association, 2022-03-01) Hobgood, Cherri; Draucker, Claire; Emergency Medicine, School of MedicineImportance: The number of women entering medicine continues to increase, but women remain underrepresented at all tiers of academic rank and chair leadership in EM. The proportion of female chairs in EM has not exceeded 12% in 2 decades. Objective: To compare how male and female EM chairs experience leadership emergence, with attention to factors associated with support of the emergence of female chairs. Design, setting, and participants: This qualitative descriptive study was conducted between April 2020 and February 2021 at 36 US academic EM departments. Eligible participants were all current and emeritus female EM academic department chairs (with a possible cohort of 20 individuals) and an equal number of randomly selected male chairs. Interventions: Semistructured interviews were conducted via teleconferencing with an 11-item interview guide. Main outcomes and measures: Qualitative findings identifying similarities and gender differences in leadership emergence were collected. Results: Among 20 female chairs in EM, 19 women (mean [SD] age, 56.2 [7.1] years) participated in the study (95.0% response rate). There were 13 active chairs, and 6 women were within 5 years of chair leadership. Among 77 male chairs in EM identified and randomized, 37 men were invited to participate, among whom 19 individuals (51.4%) agreed to participate; 18 men (mean [SD] age, 52.2 [7.5] years) completed their interviews. Reflecting upon their experiences of leadership emergence, male chairs saw leadership as their destiny, were motivated to be chairs to gain influence, were dismissive of risks associated with chairing a department, and were sponsored by senior male leaders to advance in leadership. Female chairs saw leadership as something they had long prepared for, were motivated to be chairs to make a difference, were cautious of risks associated with chairing a department that could derail their careers, and relied on their own efforts to advance in leadership. Conclusions and relevance: This study found that experiences of leadership emergence differed by gender. These results suggest that leadership development strategies tailored to women should promote early internalization of leadership identity, tightly link leadership to purpose, cultivate active sponsorship, and encourage women's risk tolerance through leadership validation to support women's development as leaders and demonstrate a commitment to gender equity in EM leadership.Item Healthcare at the Crossroads: The Need to Shapean Organizational Culture of Humanistic Teaching and Practice(SpringerLink, 2018-07) Rider, Elizabeth A.; Gilligan, MaryAnn C.; Osterberg, Lars G.; Litzelman, Debra K.; Plews-Ogan, Margaret; Weil, Amy B.; Dunne, Dana W.; Hafler, Janet P.; May, Natalie B.; Derse, Arthur R.; Frankel, Richard M.; Branch, William T., Jr.; Medicine, School of MedicineBACKGROUND: Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction. OBJECTIVE: To identify organizational factors that promote or inhibit humanistic practice of medicine by faculty physicians. DESIGN: From January 1, 2015, through December 31, 2016, faculty from eight US medical schools were asked to write reflectively on two open-ended questions regarding institutional-level motivators and impediments to humanistic practice and teaching within their organizations. PARTICIPANTS: Sixty eight of the 92 (74%) study participants who received the survey provided written responses. All subjects who were sent the survey had participated in a year-long small-group faculty development program to enhance humanistic practice and teaching. As humanistic leaders, subjects should have insights into motivating and inhibiting factors. APPROACH: Participants' responses were analyzed using the constant comparative method. KEY RESULTS: Motivators included an organizational culture that enhances humanism, which we judged to be the overarching theme. Related themes included leadership supportive of humanistic practice, responsibility to role model humanism, organized activities that promote humanism, and practice structures that facilitate humanism. Impediments included top down organizational culture that inhibits humanism, along with related themes of non-supportive leadership, time and bureaucratic pressures, and non-facilitative practice structures. CONCLUSIONS: While healthcare has evolved rapidly, efforts to counteract the negative effects of changes in organizational and practice environments have largely focused on cultivating humanistic attributes in individuals. Our findings suggest that change at the organizational level is at least equally important. Physicians in our study described the characteristics of an organizational culture that supports and embraces humanism. We offer suggestions for organizational change that keep humanistic and compassionate patient care as its central focus.Item The Impact of a Lack of Diversity in Leadership Positions on Self-Perceptions and Views of Success in Latino/a/x Youth(2022-07-29) Thomas, Jordan; Zeh, Janie; Messmore, NikiBACKGROUND: The Boys and Girls Club (BGC) is a national organization that cares for diverse youths ages 6-18. At a national level, BGC states that a commitment to inclusion is a core value. This research explores the demographic makeup of BGC of Tippecanoe County’s staff/volunteer members and analyzes its impact on the Latino/a/x youth that attend the club. METHODS: A 2-part anonymous survey was developed and distributed to all active staff/volunteers that work at BGC of Tippecanoe County. Part 1 consisted of basic demographic questions. Part 2 of the survey had participants answer questions about their Adverse Childhood Experiences (ACEs) and an ACEs score was calculated from their responses. RESULTS: Data analysis found that 89% of employees identified as “White/European”. In addition, 100% of responses labeled “English” as their primary language. Data revealed that 94% of respondents listed their sexual orientation as “heterosexual”. 100% of the participants selected either “male” or “female” as their gender identity, showing no divergence from the “male/female” binary at the club. In the final two demographics questions from the survey, 56% of the respondents indicated that their childhood household had an income greater than $50,000 and another 56% stated that they had an education level at or below a high school diploma. POTENTIAL IMPACT/CONCLUSIONS: The demographic makeup of BGC of Tippecanoe County puts Latino/a/x youth at risk of struggling when developing their social-emotional and ethnic identities. The current staff/volunteer list does not put Latino/a/x youth in the best possible developmental environment for cultural appreciation and self-confidence. Several strategic diversity recommendations have been created and passed on to the organization. These aim to increase the engagement level and cultural appreciation of Latino/a/x culture to empower youth that identify with this group.Item Inclusive Library Leadership: ILLID Focus Group(University Library, 2023-10-03) Johnson, Elizabeth "Nikki"; Copeland, Andrea; Palmer, Kristi; Sutton, CharlesAlumni of the 2008 Indiana’s Librarians Leading in Diversity (ILLID) Fellowship Program will participate in focus groups to provide insight into the longitudinal impact of the program on their academic and professional experiences. Preliminary discussions with ILLID fellows surfaced both high and low program points, many aligning with the challenges identified in the 2017 IMLS Forum Report, Positioning Library and Information Science Graduate Programs for 21st Century Practice. Fellows expressed that the cohort experience and mentorship were key to their development and success as library and information science professionals. Several fellows expressed while they attained a full-time professional position, the library work cultures were not wholly conducive to work satisfaction or personal well-being. The ILLID program focused on successful attainment of the MLIS degree and a professional position. It did not however address the climate of the library environments into which the new professionals would enter. The focus group findings (along with other inputs) will inform the creation of a next generation diversity initiative one that connects recruitment and retention, one that will build a bridge between learning and working environments. We hope to learn and share from the focus groups the impact of the original program on the fellows and how that impact influenced the profession. The knowledge we gain from the fellows’ last 15 years of experiences in libraries has the potential to contribute to improving learning environments and curriculum within LIS programs, to developing inclusive leadership approaches, and to promoting work cultures where diverse individuals can thrive.Item The Indiana Librarian Leadership Academy: Perspectives of Four Academic Librarians(Indiana Library Federation, 2015-11-28) Bishop, Chanitra; Kwong, Vinnci; Reel, Brad; Washington, MadelynThe Indiana Library Leadership Academy (InLLA) was established in 2012 by the Professional Development Committee of the Indiana State Library (ISL). Modeled after the American Library Association (ALA) Emerging Leaders program, the InLLA brings together librarians accepted into the program from public, school, academic, and special libraries throughout Indiana. A new cohort of librarians is invited each year to a week-long workshop in July, where participants are divided into teams to work on a year-long capstone project and facilitate InLLA group meetings via webinar. This paper chronicles experiences of four academic librarians from the 2013 cohort of the InLLA. It will highlight four different capstone projects for which each of the academic librarians contributed, respectively, with their fellow group members. This paper will identify the greatest challenges each respective group faced during their year-long collaboration, as well as the learning experiences of each author’s participation in InLLA.Item Is joy being sucked out of your work place? You might have a toxic boss(The Conversation US, Inc., 2015-02-20) Gunderman, Richard; Radiology and Imaging Sciences, School of Medicine
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