Browsing by Subject "leadership development"

Now showing 1 - 6 of 6
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    Board 3: CLEAR Scholars in Engineering: Academic, Career, and Leadership Development to Help Students with Financial Challenges Achieve their Full Academic Potential
    (ASEE, 2018) Alfrey, Karen D.; Biomedical Engineering, School of Engineering and Technology
    Funded by a National Science Foundation S-STEM grant, the CLEAR Scholars in Engineering program provides financial support, mentoring, and leadership and career development to undergraduate students with demonstrated potential to succeed in engineering, but who face significant financial challenges, possibly in combination with other barriers to meeting their full potential, such as being a first-generation college student or a member of an underrepresented group. In addition to scholarship support, CLEAR Scholars are provided with an intentional set of activities that promotes student retention, achievement, and persistence to graduation through: (a) Community-building through a cohort model; (b) Leadership and career development; (c) Engagement with industry; (d) Advising through mentoring; and (e) Resources for academic success (hence the acronym CLEAR). The ultimate goal of this project is to produce engineering graduates with lower student loan indebtedness and greater preparation for post-degree roles. After five years, 13 out of 14 students who participated in the program so far successfully completed an engineering degree; and of those graduates, 12 out of 13 remain in a STEM field either in an industry or academic job or in a post-baccalaureate educational program. We have found that participants in the program have been significantly more likely than average to pursue an industrial or research internship as an undergraduate, contributing both to retention in their chosen fields and post-graduation success.
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    Conducting Effective Faculty Annual Reviews: A Workshop for Academic Leaders
    (AAMC, 2015-11) Lees, N. Douglas; Palmer, Megan; Dankoski, Mary; Family Medicine, School of Medicine
    Most if not all medical schools require annual performance reviews to be conducted on all or a subset of the faculty. Despite this being a common and recurring job expectation for academic leaders such as department chairs and division directors, such leaders are often poorly prepared to conduct effective reviews. Some of the difficulties stem from lack of training, avoidance of confrontation, lack of role modeling, and the time-consuming and high-stakes nature of the process itself. In addition, administrators report challenges related to insufficient methods for assessing teaching and research, variability in evaluation processes and criteria, and a disconnect between evaluation and salary. Thus, for some academic administrators, the faculty annual review can be perceived as a burden. This 2.5-hour workshop provides academic leaders an opportunity to engage with others about faculty annual reviews so they can have more confidence and resources when engaging in the evaluation process. This resource includes materials related to a leadership development workshop on this topic. The workshop is designed for academic leaders with responsibility for monitoring and assessing the performance of faculty, such as department chairs and division directors. The overall goals of the workshop are to improve the preparation of academic leaders in conducting reviews that provide constructive feedback to faculty members regarding their overall performance and to increase academic leaders’ awareness of and capacity in the use of annual reviews as a means toward increased faculty vitality. Although few attendees submitted formal program evaluations, the workshop was well received when offered at our institution. Six evaluations were submitted from the 18 institutional leaders who attended the workshop. Though few in number, the comments received on the program evaluation indicate a positive response and that our objectives were met. All attendees noted that they were able to identify something they planned to act upon.
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    A Leadership Development Program for Radiology Residents
    (Elsevier, 2017-11) Heitkamp, Darel E.; Kerridge, William D.; Ballenger, Zachary E.; Tawadros, Alexander M.; Gunderman, Richard B.; Radiology and Imaging Sciences, School of Medicine
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    Peer Coaching to Counteract Organizational Silence and Foster a Culture of Dialogue
    (AAMC, 2015-06) Dankoski, Mary; Brown, Ann; Gusic, Maryellen; Family Medicine, School of Medicine
    Dialogue is essential for transforming the culture of academic health centers, yet organizational silence is common. Senior faculty and administrative leaders can play key roles in building a healthier environment by not only developing their own skills in discussing difficult issues, but also in coaching others to do so. These resources are designed for use in a professional development workshop intended to raise the level of understanding of senior faculty about the impact of organizational silence, generate discussion about practices to support dialogue around challenging issues, and increase their ability coach others to have difficult conversations. Brief didactic components present key background information and the activities allow participants to apply their learning and practice skills, thereby enhancing their confidence and coaching behaviors to effectively assist colleagues in engaging in challenging conversations. Two worksheets, a case example for role play, and a power point slide deck are included. This workshop was presented at a national conference (the 2013 Association of American Medical Colleges Group on Faculty Affairs Professional Development Conference). The audience was comprised primarily of faculty affairs deans at U.S. medical schools, a group of institutional leaders often called upon for advice about, and management of, difficult issues. Evaluations from attendees documented the usefulness of the hands-on activities and the value of the “take home” messages provided during the session. This proposal is limited by not having more robust program evaluation data. Unfortunately, only 10 attendees completed the formal evaluation for the conference. However, because there are so few resources available on the topic of coaching others to counteract organizational silence, we believe it is important to begin filling this gap by offering resources on the topic.
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    Preventing Leader Derailment—A Strategic Imperative for Public Health Agencies
    (Wolters Kluwer, 2018-07) Baker, Edward L.; Boedigheimer, Steven F.; Moffatt, Sharon; Altman, David; Castrucci, Brian C.; Halverson, Paul K.; Health Policy and Management, School of Public Health
    Public health leaders, such as those who serve as state health officials (SHOs), routinely face challenges that are uncertain and complex. Those who reflect on the challenges they face and use those reflections to improve themselves and their teams develop into more effective leaders. Not addressing challenges can lead to the risk of premature “derailment.” In this column, we review research from the Center for Creative Leadership (CCL), a global authority in leadership development, which explores the underlying dynamics of derailment. We also share insights gained from ongoing research into SHO success discussed in prior Management Moment columns.1 , 2 Finally, we offer several thoughts on strategies for preventing derailment among senior public health leaders.
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    Stepping Stones: A Leadership Development Program to Inspire and Promote Reflection Among Women Faculty and Staff
    (Wiley, 2017-06) Hoffmann-Longtin, Krista; Morgan, Zachary S.; Schmidt, Lauren Chism; Walvoord, Emily C.; Palmer, Megan M.; Dankoski, Mary E.; Communication Studies, School of Liberal Arts
    Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one's career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post‐event and longitudinal follow‐up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of optimism about their future careers.