scholarly journals To the Editor: Retrospective “Ranking” of Former Graduate Trainees by Senior Faculty Who Worked With Them During Their Residency

2021 ◽  
Vol 13 (5) ◽  
pp. 734-735
Author(s):  
Rotem Naftalovich ◽  
Bilal Siddiqui ◽  
Yuriy Gubenko ◽  
Jyotsna Rimal ◽  
Dongchen Li ◽  
...  
Keyword(s):  
Senior Faculty ◽  
Graduate Trainees

scholarly journals Challenges and Strategies of Successful Mentoring: The Perspective of LEADS Scholars and Mentors from Minority Serving Institutions

2021 ◽  
Vol 18 (11) ◽  
pp. 6155
Author(s):  
Patricia Y. Talbert ◽  
George Perry ◽  
Luisel Ricks-Santi ◽  
Lourdes E. Soto de Laurido ◽  
Magda Shaheen ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Descriptive Study ◽  
Lessons Learned ◽  
Grant Writing ◽  
Senior Faculty ◽  
Additional Insight ◽  
Professional Goals ◽  
Funding Opportunities ◽  
Faculty And Administrators ◽  
Minority Serving Institutions

Mentoring continues to be a salient conversation in academia among junior and senior faculty and administrators. Mentors provide guidance and structure to junior faculty so that they can meet their academic and professional goals. Mentors also convey skills in balancing life and academic pursuits. Therefore, the purpose of this descriptive study was to provide additional insight from a training program called Leading Emerging and Diverse Scientists to Success (LEADS) regarding successful strategies and challenges of mentoring relating to lessons learned from the scholars and mentees’ perspective. The LEADS program provided multiple training platforms to increase skills and knowledge regarding research to promote expertise in grant writing and submission for funding opportunities among diverse scientists. These findings reinforce the knowledge about the value of a mentor in helping define the research pathway of their mentee and underscoring the importance of mentoring.

scholarly journals How do Academic Faculty Members Perceive the Effect of Teaching Surveys Completed by Students on Appointment and Promotion Processes at Academic Institutions? A Case Study

2019 ◽  
Vol 8 (1) ◽  
pp. 171 ◽  
Author(s):  
Eyal Eckhaus ◽  
Nitza Davidovitch
Keyword(s):  
Research Performance ◽  
Student Evaluations ◽  
Faculty Members ◽  
Academic Institutions ◽  
Senior Faculty ◽  
Statistical Research ◽  
Academic Appointment ◽  
Academic Faculty ◽  
Research Findings

It is commonly thought that the promotion of faculty members is affected by their research performance. The current study is unique in examining how academic faculty members perceive the harm or damage to academic appointment and promotion processes, as a direct effect of student evaluations as manifested in teaching surveys. One hundred eighty two questionnaires were collected from senior faculty members at academic institutions. Most respondents were from three institutions: Ariel University, Ben Gurion University, and the Jezreel Valley College. Qualitative and statistical research tools were utilized, with the goal of forming a model reflecting the effect of the harm to academic appointment and promotion processes, as perceived by faculty members. The research findings show that the lecturers find an association that causes harm to their promotion processes as a result of student evaluations. Assuming that students' voices and their opinion of teaching are important – the question is how should these evaluations be treated within promotion and appointment processes: what and whom do they indicate? Do they constitute a reliable managerial tool with which it is possible to work as a foundation for promotion and appointment processes – or should other tools be developed, unrelated to students' opinions?

Revitalizing senior faculty through statewide efforts

1993 ◽  
Vol 1993 (55) ◽  
pp. 81-94 ◽  
Author(s):  
Barbara Leigh Smith ◽  
Myrna J. Smith
Keyword(s):  
Senior Faculty

Where have all the senior faculty gone?

1984 ◽  
Vol 1984 (20) ◽  
pp. 12-24
Author(s):  
Harriet W. Sheridan
Keyword(s):  
Senior Faculty

scholarly journals Building a Sustainable National Infrastructure to Expand Research Mentor Training

2018 ◽  
Vol 17 (3) ◽  
pp. ar48 ◽  
Author(s):  
Kimberly C. Spencer ◽  
Melissa McDaniels ◽  
Emily Utzerath ◽  
Jenna Griebel Rogers ◽  
Christine A. Sorkness ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Career Stages ◽  
Dissemination And Implementation ◽  
Implementation Barriers ◽  
Senior Faculty ◽  
Mentor Training ◽  
Train The Trainer ◽  
Multiple Audiences ◽  
Research Mentor ◽  
Implementation Resources

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.

scholarly journals Canadian Strategies for Internationalization

2015 ◽  
Author(s):  
Sally-Ann Burnett ◽  
Jeroen Huisman
Keyword(s):  
International Student ◽  
Student Recruitment ◽  
Student Diversity ◽  
Senior Faculty ◽  
Revenue Generation ◽  
Canadian Universities ◽  
International Student Recruitment ◽  
Faculty And Staff ◽  
The Government ◽  
Institutional Cultures

The study of four comparable Canadian universities in Ontario, this article analyzed background documents from the government and the institutions, carried out site visits to the campuses of the institutions, and interviewed senior faculty and staff working in the area of internationalization. The main reasons for internationalization—particularly international student recruitment—were portrayed as the value of student diversity as well as revenue generation. The institutional cultures influence responses to globalization as well.

scholarly journals Evidence-based practice of stereotactic radiosurgery: Outcomes from an educational course for neurosurgery and radiation oncology residents

2021 ◽  
Vol 12 ◽  
pp. 77
Author(s):  
Swathi Chidambaram ◽  
Sergio W. Guadix ◽  
John Kwon ◽  
Justin Tang ◽  
Amanda Rivera ◽  
...  
Keyword(s):  
Clinical Trials ◽  
Stereotactic Radiosurgery ◽  
Radiation Oncology ◽  
Evidence Based Practice ◽  
Evidence Base ◽  
Comfort Level ◽  
Evidence Based ◽  
Senior Faculty ◽  
Exact Test ◽  
Before And After

Background: As the field of brain and spine stereotactic radiosurgery (SRS) continues to grow, so will the need for a comprehensive evidence base. However, it is unclear to what degree trainees feel properly equipped to use SRS. We assess the perceptions and comfort level reported by neurosurgery and radiation oncology residents concerning the evidence-based practice of SRS. Methods: A continuing medical education (CME) course provided peer-reviewed updates regarding treatment with intracranial and spinal SRS. Presentations were given by neurosurgery and radiation oncology residents with mentorship by senior faculty. To gauge perceptions regarding SRS, attendees were surveyed. Responses before and after the course were analyzed using the Fisher’s exact test in R statistical software. Results: Participants reported the greatest knowledge improvements concerning data registries (P < 0.001) and clinical trials (P = 0.026). About 82% of all (n = 17) radiation oncology and neurosurgery residents either agreed or strongly agreed that a brain and spine SRS rotation would be beneficial in their training. However, only 47% agreed or strongly agreed that one was currently part of their training. In addition, knowledge gains in SRS indications (P = 0.084) and ability to seek collaboration with colleagues (P = 0.084) showed notable trends. Conclusion: There are clear knowledge gaps shared by potential future practitioners of SRS. Specifically, knowledge regarding SRS data registries, indications, and clinical trials offer potential areas for increased educational focus. Furthermore, the gap between enthusiasm for increased SRS training and the current availability of such training at medical institutions must be addressed.

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