Browsing by Subject "faculty"
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Item Dean, Chairs, and Faculty: A Team Approach for Enhancing Faculty Diversity(Wiley, 2017) Rhodes, Simon J.; Lees, N. Douglas; Biology, School of ScienceItem Evaluation of Faculty Mentoring Practices in Seven U.S. Dental Schools(Wiley, 2019-12) Al-Jewair, Thikriat; Herbert, Amy Kristina; Leggitt, V. Leroy; Ware, Tawana Lee; Hogge, Maritzabel; Senior, Cynthia; Carr, Rebecca K.; Da Silva, John D.; Pediatric Dentistry, School of DentistryThe aim of this cross‐sectional study was to examine the faculty mentoring practices in seven dental schools in the U.S. A 34‐item survey was administered electronically to dental faculty members of all ranks, tracks, and job categories in seven dental schools using faculty listservs. Survey questions addressed current mentoring practices in which the faculty members were involved; their perceptions of those mentoring practices; their perceived characteristics of an ideal mentoring program, mentor, and mentee; perceived best practices; and respondents’ demographics. The survey was conducted from October 2017 to February 2018. A total of 154 surveys were completed (response rate 22%). Over 58% (90/154) of the respondents reported receiving no mentoring; 31.9% (49/154) said they received informal mentoring; and 9.7% (15/154) received formal mentoring. Of the 64 respondents who received mentoring, both formal and informal, 92.2% (59/64) were full‐time faculty, and 7.8% (5/64) were part‐time faculty (p=0.001). Approximately 39% of the respondents indicated that their mentoring program was not overseen by anyone and that participation was voluntary. The top three perceived benefits of mentoring were increased overall professional development, development of a career plan, and increased professional networks. The three most important characteristics of an ideal mentoring program for the respondents were a program based on the needs of the mentee, a mentor who has the desire to help the mentee, and a mentee who is eager to learn. The results of this study showed a very low level of formal or informal faculty mentoring programs in the dental schools surveyed. Future studies are needed to determine best practices and strategies to expand and enhance mentoring of faculty members.Item Exemplifying Inclusive Excellence: How Indiana University Purdue University Indianapolis Leads by Example in Kinesiology(AKA, 2022-11) Urtel, Mark; Keith, NiCole; Bahamonde, Rafael E.; Exercise & Kinesiology, School of Health and Human SciencesThis article documents the highlights achieved by the Department of Kinesiology at Indiana University Purdue University Indianapolis over the span of 25 years that culminated with their being awarded the Inclusive Excellence award as sponsored by the American Kinesiology Association. Furthermore, this journey was presented using the special issue focus on leadership. Presented experiences occurred within the typical faculty understanding of teaching, research, and service. Recognition was given to the university and campus that hosts this department as it related to the overall diversity and inclusion culture developed on the broader scale, as this is important to acknowledge. This journey could inform or inspire other similar units as they strive to enhance diversity and inclusive excellence in their respective institutions.Item Faculty experiences with community engaged research: Challenges, successes, and recommendations for the future.(2018-10) Weiss, H. Anne; Wendling, Lauren; Norris, Kristin E.Methodology for an institutional research study that explores the lived experiences of faculty, who to some extent, work with the community - its people, organizations, assets, etc. - when conducting research and creative activity.Item The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty(SAGE, 2011-11-01) Levin, John S.; Shaker, Genevieve G.Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe’s shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a “job.” Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty.Item The Institute for Research on Social Issues(Office of the Vice Chancellor for Research, 2010-04-09) Ford, David A.; Bell, David; Johnson, Daniel P.; Bao, Wan-Ning; Dickerson-Putman, Jeanette; Morrison, Wendy; Parrish-Sprowl, John; Wilson, Jeffrey S.; Wolf, JamesThe Institute for Research on Social Issues (IRSI) is a collection of collaborating centers and workgroups meant to foster funded research in support of faculty and students who can benefit from its research infrastructure. The poster highlights the activities of IRSI Centers and Workgroups. It features two major funded research projects. “Networks of Heterosexual Risk and HIV” examines the motivations for risk-reducing behaviors between HIV-positive individuals and their HIV-negative partners. Study findings will inform interventions for preventing HIV among partners at risk of infection. “Decision Support through Earth Science Research Results” seeks to augment the current Heat Watch/Warning System (HWWS) with NASA instruments and models used in conjunction with socioeconomic and heat-related mortality data. This activity will enable the production of a more spatially specific warning for areas of risk within the cities, a current limitation of the HWWS.Item IUPUI Center for Mathematical Biosciences(Office of the Vice Chancellor for Research, 2010-04-09) Boukai, Benzion; Chin, Ray; Dziubek, Andrea; Fokin, Vladimir; Ghosh, Samiran; Kuznetsov, Alexey; Li, Fang; Li, Jiliang; Rader, Andrew; Rubchinsky, Leonid; Sarkar, Jyotirmoy; Guidoboni, Giovanna; Worth, Robert; Zhu, LuodingAt-Large Mission: “to serve as an umbrella center for spearheading research and programmatic activities in the general bio-mathematics area” • promote and facilitate faculty excellence in mathematical and Computational research in the biosciences; • provide a mechanism and an environment that fosters collaborative research activities across the mathematical sciences and the life and health sciences schools at IUPUI— specifically with the IUSOM; • provide foundations and resources for further strategic development in targeted areas of mathematical and computational biosciences research; and • create greater opportunities and increase competitiveness in seeking and procuring extramural funding.Item IUPUI Solution Center & Near Eastside Legacy Initiative(Office of the Vice Chancellor for Research, 2012-04-13) Hobson-Prater, TaraThe JPMorgan Chase Foundation has awarded the IUPUI Solution Center a grant of $75,000 to support IUPUI’s initiative to increase student and faculty involvement in the Near Eastside of Indianapolis. The Chase – IUPUI Near Eastside Legacy Initiative (NELI) is designed to increase awareness of and activity in the Chase Legacy Center, and promote health, wellness, and education programming in the community through targeted communication and public health awareness strategies. Over two years, the initiative will involve more than 100 students, faculty, and community partners through research projects, class projects, and independent internships. The Solution Center will provide match support of $75,000 from its Community Venture Fund and serve as Project Manager for the initiative.Item Psychiatry Teacher’s Guide: A Web-Based Resource for Faculty Development(2024-04-26) Upshaw, Landon; Smith, Alyssa; Giust, JulianneDeveloping effective faculty development resources for community-based preceptors is often limited by cost, adoption, and administrative pitfalls. With the community-based preceptor model being adopted by medical schools nationally, effective faculty development initiatives must be efficient and worthy of preceptors’ time. Studies have shown that preceptors value convenience, flexibility, and timely content. Avenues utilized by medical school administrations in distributing faculty development include podcasts, online modules/quizzes, instructional videos, and online discussion boards. Given the size of Indiana University School of Medicine (IUSoM) and its training sites across the state, flexibility, cohesion, and efficiency are especially prioritized for faculty development. With these characteristics in mind, the IUSoM psychiatry clerkship team developed the Psychiatry Teacher’s Guide in a PDF book format and interactive Canvas webpage. The Psychiatry Teacher’s Guide aims to improve three main areas: increase active learning in the clinical setting, increase NBME engagement and preparation for shelf exams, and ensure quality summative and formative evaluation of clerkship students. The Psychiatry Teacher’s Guide was distributed via email to all preceptors who oversee third-year medical students during their psychiatry clerkship rotation, including faculty, residents, and fellows. The Psychiatry Teacher’s Guide content was synthesized into four chapters: clerkship updates, teaching pearls, final clinical evaluations, and mentoring/letters of recommendation. Following the distribution of the Psychiatry Teacher’s Guide, a post survey was sent to preceptors. The survey consisted of multiple choice (including Likert-scale questions) and open-ended questions. Participation in the survey was anonymous and voluntary. Results from the survey were analyzed as part of our quality improvement efforts and in the analysis of the Guide’s usefulness. This study was approved by the institution’s IRB under exempt status. The Teacher’s Guide was distributed to 270 psychiatry preceptors at IUSoM in September 2023, and the survey link was distributed to those actively serving as preceptors (n=255) in October 2023. Results (n=28) are promising and show that 90% of respondents are “Somewhat Likely” or “Extremely Likely” to implement concepts learned in the Teacher’s Guide into their teaching practices. Additionally, 75% of respondents “Somewhat Agree” or “Strongly Agree” that the Teacher’s Guide has helped them identify gaps in their teachings and methods they can use to improve. We aim to discuss the design, development, implementation, and distribution of the Psychiatry Teacher’s Guide in the psychiatry clerkship at IUSoM. We will share results from our survey and data collected by Canvas to highlight the most valued resources shared in our form of faculty development. We will also discuss the next steps in the improvement of the Psychiatry Teacher’s Guide and the ways in which it can be a sustainable piece of faculty development and valuable reference tool for preceptors.Item Rhetorical Questions and Ruminations: Examining Early Career Faculty Experiences through Found Poetry(University of Alberta Library, 2021-09-04) Willcox, Libba; McCormick, Kate; Herron School of Art and DesignTransitioning from graduate student to early career faculty can often provoke uncertainty and questioning. This study explores the rhetorical and revealing nature of such questioning (i.e., Am I really this lost? Am I in the right place?). Utilizing methods from arts based research (Barone & Eisner, 2012), specifically poetic inquiry (Prendergast et al., 2009; Richardson, 1992), we created found poetry around rhetorical questions from our existing collaborative autoethnographic journal. We frame our findings with a selection of poems to provide insight into our lived experiences of transition. The question poems illustrate that our first year as assistant professors were preoccupied with managing tasks, balancing work, avoiding burnout, building relationships, and discovering how to belong in the new context. While rhetorical questions do not necessarily produce answers, questioning in a collaborative space allowed us to explore the struggle, complexity, and ambiguity of academic identity construction as early career faculty.