Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps

ERIC Educational Resources Information Center

van den Bogaart, Antoine C. M.; Hummel, Hans G. K.; Kirschner, Paul A.

2018-01-01

This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational education until the second year of their professional careers. Computer-supported construction of PPT…

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes

ERIC Educational Resources Information Center

Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy

2012-01-01

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…

A mixed-methods study of mid-career science teachers: The growth of professional empowerment

NASA Astrophysics Data System (ADS)

Moreland, Amy Laphelia

The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and ideally retained over time. In investigating the qualities of these teachers, I also constructed a new teaching trajectory model and tested the differences between mid-career and veteran science teachers. I analyzed seventy-eight surveys of mid-career science teachers across Texas, including six in-depth, interview-based case studies. The qualitative piece used behavior-over-time graphing combined with the interviews and the quantitative component used survey data from the Teacher Empowerment Survey (TES). Results indicated that science content knowledge gain through professional development opportunities was an especially important factor in supporting mid-career teachers' sense of empowerment. This increased content knowledge connected positively with the dimensions of decision-making, status, and impact. In a between-group analysis using a larger subset of TES data, I analyzed 254 surveys by conducting a nonparametric statistical test. A statistically significant difference was found between the two groups, in that mid-career science teachers had a lower sense of "status" than their more experienced counterparts (p < .05). I could infer that, for this sample, as teaching experience increases, so does at least one dimension of empowerment. The study was situated within a broader scope of exploring how educational leaders and professional development providers can understand and support science teachers of varying experience levels. A well-designed and possibly differentiated professional development program could successfully connect with these kind of empowered and receptive mid-career science teachers, and thus increase the probability of implementing quality science education programs, content, and pedagogy into schools. The results of this study also have the potential to provide self-reflective career empowerment information to science teachers in their mid-career years.

Professional Development. State Implementation of College- and Career-Readiness Standards

ERIC Educational Resources Information Center

Anderson, Kimberly; Mira, Mary Elizabeth

2015-01-01

The following profiles address how the state departments of education are helping educators prepare for and implement their states' new college- and career-readiness standards and aligned assessments, through professional learning. SREB researchers examined each state's major professional development efforts around its new standards in order to…

Career Aspirations of Malaysian Research and Development Professionals in the Knowledge Economy

ERIC Educational Resources Information Center

Ismail, Maimunah; Ramly, Efizah Sofiah

2011-01-01

Purpose: This paper seeks to compare the influence of self-efficacy, organizational socialization and continuous improvement (CI) practices on the career aspirations of research and development (R&D) professionals in government research institutes (GRIs) and multinational corporations (MNCs) in Malaysia. R&D professionals in this study…

Assessing the Career-Development Needs of Student Veterans: A Proposal for Career Interventions

ERIC Educational Resources Information Center

Hayden, Seth; Ledwith, Kathy; Dong, Shengli; Buzzetta, Mary

2014-01-01

Student veterans often encounter unique challenges related to career development. The significant number of student veterans entering postsecondary environments requires career-development professionals addressing the needs of this population to decide upon appropriate career intervention topics. This study utilized a career-needs assessment…

Mathematics and Science Teachers Professional Development with Local Businesses to Introduce Middle and High School Students to Opportunities in STEM Careers

ERIC Educational Resources Information Center

Miles, Rhea; Slagter van Tryon, Patricia J.; Mensah, Felicia Moore

2015-01-01

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business…

A Collaborative Group Study of Korean Mid-Career Elementary Teachers for Professional Development in Music

ERIC Educational Resources Information Center

Shin, Jihae; Seog, Moonjoo

2018-01-01

Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level…

An Inner Barrier to Career Development: Preconditions of the Impostor Phenomenon and Consequences for Career Development

PubMed Central

Neureiter, Mirjam; Traut-Mattausch, Eva

2016-01-01

The impostor phenomenon (IP) is increasingly recognized as an important psychological construct for career development, yet empirical research on how it functions in this domain is sparse. We investigated in what way impostor feelings are related to the fear of failure, fear of success, self-esteem, and the career-development aspects career planning, career striving, and the motivation to lead. We conducted two studies with independent samples of university students (N = 212) in a laboratory study and working professionals (N = 110) in an online study. In both samples, impostor feelings were fostered by fear of failure, fear of success, and low self-esteem and they decreased career planning, career striving, and the motivation to lead. A path analysis showed that impostor feelings had the most negative effects on career planning and career striving in students and on the motivation to lead in working professionals. The results suggest that the IP is relevant to career development in different ways at different career stages. Practical implications and interventions to reduce the negative effects of impostor feelings on career development are discussed. PMID:26869957

An Inner Barrier to Career Development: Preconditions of the Impostor Phenomenon and Consequences for Career Development.

PubMed

Neureiter, Mirjam; Traut-Mattausch, Eva

2016-01-01

The impostor phenomenon (IP) is increasingly recognized as an important psychological construct for career development, yet empirical research on how it functions in this domain is sparse. We investigated in what way impostor feelings are related to the fear of failure, fear of success, self-esteem, and the career-development aspects career planning, career striving, and the motivation to lead. We conducted two studies with independent samples of university students (N = 212) in a laboratory study and working professionals (N = 110) in an online study. In both samples, impostor feelings were fostered by fear of failure, fear of success, and low self-esteem and they decreased career planning, career striving, and the motivation to lead. A path analysis showed that impostor feelings had the most negative effects on career planning and career striving in students and on the motivation to lead in working professionals. The results suggest that the IP is relevant to career development in different ways at different career stages. Practical implications and interventions to reduce the negative effects of impostor feelings on career development are discussed.

Building without a plan: the career experiences of Australian strength and conditioning coaches.

PubMed

Dawson, Andrew J; Leonard, Zane M; Wehner, Kylie A; Gastin, Paul B

2013-05-01

The purpose of this investigation was to explore the career experiences of Australian strength and conditioning coaches. Six Australian strength and conditioning coaches (mean age = 33.7 years, SD = 6.0 years) with a mean of 10.4 (SD = 4.9) years experience working with elite Olympic and professional athletes were interviewed about their experiences of career development. Each interview was transcribed verbatim and analyzed to produce key themes and subthemes relating to (a) work environments, (b) sport management practice, (c) career development processes, and (d) career building strategies. The work environments of Australian strength and conditioning coaches were found to be poor because of long working hours and irregular human resource policy and management practices of sport organizations. Because of the volatile and unpredictable nature of their working conditions, the coaches interviewed have only a short-term view of their career creating considerable stress in their lives. The coaches interviewed found it difficult to develop their careers because their only options were self-supported and self-funded professional development activities. The coaches in this study believed that more needed to be done at a policy and management level by sport organizations and their professional body to enhance the career development of strength and conditioning coaches because they play a key role in both athlete and sport organization performance. These results may help sport organizations develop policies and management practices that enhance the careers of strength and conditioning coaches and will have important practical implications for the education and development of sport professionals.

Facilitating career advancement for women in the Geosciences through the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Holloway, T.; Kogan, M.; Laursen, S. L.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.

2011-12-01

The Earth Science Women's Network (ESWN) is a network of women geoscientists, many of who are in the early stages of their careers. The mission of ESWN is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. ESWN currently connects over 1000 women across the globe, and includes graduate students, postdoctoral associates, faculty from a diversity of colleges and universities, program managers, and government, non-government and industry researchers. ESWN facilitates communication between its members via an email listserv and in-person networking events, and also provides resources to the broader community through the public Earth Science Jobs Listserv that hosts over 1800 subscribers. With funding from a NSF ADVANCE PAID grant, our primary goals include growing our membership to serve a wider section of the geosciences community, designing and administering career development workshops, promoting professional networking at major scientific conferences, and developing web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Recognizing that women in particular face a number of direct and indirect biases while navigating their careers, we aim to provide a range of opportunities for professional development that emphasize different skills at different stages of career. For example, ESWN-hosted mini-workshops at national scientific conferences have targeted skill building for early career researchers (e.g., postdocs, tenure-track faculty), with a recent focus on raising extramural research funding and best practices for publishing in the geosciences literature. More concentrated, multi-day professional development workshops are offered annually with varying themes such as Defining Your Research Identity and Building Leadership Skills for Success in Scientific Organizations. These workshops bring together a variety of women with the goals of identifying personal strengths, defining career goals, building a network of contacts, and supporting actions to achieve personal and career success. ESWN members have identified increasing their professional networks as one of the most important needs for advancing their careers. As part of ESWN, members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and therefore less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers.

Career Preferences and Perceptions of Cardiology Among US Internal Medicine Trainees: Factors Influencing Cardiology Career Choice.

PubMed

Douglas, Pamela S; Rzeszut, Anne K; Bairey Merz, C Noel; Duvernoy, Claire S; Lewis, Sandra J; Walsh, Mary Norine; Gillam, Linda

2018-05-30

Few data exist on internal medicine trainees' selection of cardiology training, although this is important for meeting future cardiology workforce needs. To discover trainees' professional development preferences and perceptions of cardiology, and their relationship to trainees' career choice. We surveyed trainees to discover their professional development preferences and perceptions of cardiology and the influence of those perceptions and preferences on the trainees' career choices. Participants rated 38 professional development needs and 19 perceptions of cardiology. Data collection took place from February 2009, through January 2010. Data analysis was conducted from May 2017 to December 2017. Multivariable models were used to determine the association of demographics and survey responses with prospective career choice. A total of 4850 trainees were contacted, and 1123 trainees (of whom 625 [55.7%] were men) in 198 residency programs completed surveys (23.1% response; mean [SD] age, 29.4 [3.5] years). Principal component analysis of survey responses resulted in 8-factor and 6-factor models. Professional development preferences in descending order of significance were stable hours, family friendliness, female friendliness, the availability of positive role models, financial benefits, professional challenges, patient focus, and the opportunity to have a stimulating career. The top perceptions of cardiology in descending order of significance were adverse job conditions, interference with family life, and a lack of diversity. Women and future noncardiologists valued work-life balance more highly and had more negative perceptions of cardiology than men or future cardiologists, who emphasized the professional advantages available in cardiology. Professional development factors and cardiology perceptions were strongly associated with a decision to pursue or avoid a career in cardiology in both men and women. Alignment of cardiology culture with trainees' preferences and perceptions may assist efforts to ensure the continued attractiveness of cardiology careers and increase the diversity of the cardiology workforce.

Professional Development for Career Educators. ERIC Digest.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

New approaches to career and technical education (CTE) create new roles for career educators, including providing career awareness, counseling, guidance, and self-education. Career educators must understand and reflect upon career development theories; teaching and learning strategies; school-to-work practices; school/business linkages; and…

Smart Choices for Cancer Education Professional Development: Your Voice and Visibility for Leadership.

PubMed

Kratzke, Cynthia

2017-01-24

The purpose of this article is to provide reflections about the important and exciting opportunities for cancer education career advancement and professional development. Advancement in professional, personal, and career growth for clinicians and health professionals is critical to improve quality cancer care and updated health communication with patients and families. Valuable insights from my recent 2-year term as treasurer, Board of Directors, Cancer Patient Education Network, are shared inspiring others to build their rewarding professional development. The professional leadership opportunity gave me a new energy level to be invested in rapidly changing cancer education with so many diverse cancer education professionals. Professional cancer education associations are dedicated to advancing patient-centered care through professional networks. They create welcoming environments with significant networking and mentoring opportunities. Cancer education touches many lives, and the cancer education associations strongly support new advances. I encourage early or mid-career cancer education professionals to discover how their increased interest may spark leadership and inspire participation in our cancer education professional associations.

Practice and Research in Career Counseling and Development--2010

ERIC Educational Resources Information Center

Creager, Marie F. Shoffner

2011-01-01

This review of the 2010 career counseling and development research presents the breadth and depth of topics published in the field ranging from children's conceptions of career to employee burnout. The review covers topics in the career literature on professional issues, career theory and concepts, career development, the world of work, career…

Toward a Framework for Multicultural STEM-Focused Career Interventions.

PubMed

Byars-Winston, Angela

2014-12-14

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.

Toward a Framework for Multicultural STEM-Focused Career Interventions

PubMed Central

Byars-Winston, Angela

2015-01-01

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields. PMID:25750480

Early Career Teacher Professional Learning

ERIC Educational Resources Information Center

McCormack, Ann; Gore, Jennifer; Thomas, Kaye

2006-01-01

Becoming a teacher requires not only the development of a professional identity but the construction of professional knowledge and practice through continued professional learning. This study tracked a sample group of 16 early career teachers through their first year of teaching. The participants were encouraged to write about their experiences in…

Jumpstarting Academic Careers: A Workshop and Tools for Career Development in Anesthesiology.

PubMed

Yanofsky, Samuel D; Voytko, Mary Lou; Tobin, Joseph R; Nyquist, Julie G

2011-01-01

Career development is essential and has the potential to assist in building a sustained faculty within academic departments of Anesthesiology. Career development is essential for growth in academic medicine. Close attention to the details involved in career management, goal setting as part of career planning, and professional networking are key elements. This article examines the specific educational strategies involved in a 120 minute workshop divided into four 25 minute segments with 20 minutes at the end for discussion for training junior faculty in career development. The teaching methods include 1) brief didactic presentations, 2) pre-workshop completion of two professional development tools, 3) facilitated small group discussion using trained facilitators and 4) use of a commitment to change format. Three major learning tools were utilized in conjunction with the above methods: a professional network survey, a career planning and development form and a commitment to change form. Forty one participants from 2009 reported 80 projected changes in their practice behaviors in relation to career management: Build or enhance professional network and professional mentoring (36.3%); Set career goals, make a plan, follow though, collaborate, publish (35.1%); Increase visibility locally or nationally (10.0%); Building core skills, such as clinical, teaching, leading (36.3%); Identify the criteria for promotion in own institution (5.0%); Improved methods of documentation (2.5%). Over the past two years, the workshop has been very well received by junior faculty, with over 95% marking each of the following items as excellent or good (presentation, content, audiovisuals and objectives met). The challenge for continuing development and promotion of academic anesthesiologists lies in the explicit training of faculty for career advancement. Designing workshops using educational tools to promote a reflective process of the faculty member is the one method to meet this challenge. We believe that this national workshop has initiated an increasing awareness of a core of junior faculty nationally having now delivered the material to almost 200 junior faculty and having trained seven facilitators in the usage of these materials.

Career planning and development for nurses: the time has come.

PubMed

Donner, G J; Wheeler, M M

2001-06-01

Developments in how the nursing profession is perceived by nurses and by society, along with unparalleled changes in health care systems, have created an environment in which individual nurses must take control of their careers and futures. Educators, employers and professional organizations also have a key role to play in fostering the career planning and development of nurses, usually the largest employee group in most health care organizations. This article provides an overview of what career planning and development is and why it is important for nurses. A career planning and development model is described that provides nurses with a focused strategy to take greater responsibility for engaging in the ongoing planning process that is crucial throughout the major stages of their career. Finally, educators, employers and professional organizations are challenged to collaborate with individual nurses on career-development activities that will enable nurses to continue to provide high-quality care in ever-changing health care systems.

The Professional Development Needs of Early Career Teachers, and the Extent to Which They Are Met: A Survey of Teachers in England

ERIC Educational Resources Information Center

Spencer, Paul; Harrop, Susan; Thomas, Judith; Cain, Tim

2018-01-01

In a context in which local authority support has been largely removed from schools in England, this article examines the needs of early career teachers (ECTs) in English schools and colleges, the extent to which these needs are met through professional development activities and the nature of that professional development. Quantitative and…

Using social media to enhance career development opportunities for health promotion professionals.

PubMed

Roman, Leah A

2014-07-01

For health promotion professionals, social media offers many ways to engage with a broader range of colleagues; participate in professional development events; promote expertise, products, or services; and learn about career-enhancing opportunities such as funding and fellowships. Previous work has recommended "building networking into what you are already doing." This article provides updated and new social media resources, as well as practical examples and strategies to promote effective use of social media. Social media offers health promotion professionals cost-effective opportunities to enhance their career by building communities of practice, participating in professional development events, and enriching classroom learning. Developing the skills necessary to use social media for networking is important in the public health workforce, especially as social media is increasingly used in academic and practice settings. © 2014 Society for Public Health Education.

The Status of Career Guidance in Michigan Schools. An Opinion Research Study of Career Guidance Professionals.

ERIC Educational Resources Information Center

Michigan State Dept. of Education, Lansing.

Project Outreach, the opinion research division of the Michigan State Board of Education, conducted a study on the current status of career guidance in Michigan public schools, using in-depth telephone interviews with career guidance professionals (N=445) in November and December of 1989. The interview questionnaire, developed with the advice of…

Role models and professional development in dentistry: an important resource: The views of early career stage dentists at one academic health science centre in England.

PubMed

Mohamed Osama, O; Gallagher, J E

2018-02-01

The importance of role models, and their differing influence in early, mid- and late careers, has been identified in the process of professional development of medical doctors. There is a paucity of evidence within dentistry on role models and their attributes. To explore the views of early career dentists on positive and negative role models across key phases of professional development, together with role models' attributes and perceived influence. This is a phenomenological study collecting qualitative data through semi-structured interviews based on a topic guide. Dentists in junior (core training) hospital posts in one academic health science centre were all invited to participate. Interviews were recorded, transcribed verbatim and analysed using framework analysis. Twelve early career stage dentists, 10 of whom were female, reported having role models, mainly positive, in their undergraduate and early career phases. Participants defined role models' attributes in relation to three distinct domains: clinical attributes, personal qualities and teaching skills. Positive role models were described as "prioritising the patient's best interests", "delivering learner-centred teaching and training" and "exhibiting a positive personality", whilst negative role models demonstrated the converse. Early career dentists reported having largely positive dentist role models during- and post-dental school and report their impact on professional values and aspirations, learning outcomes and career choice. The findings suggest that these early career dentists in junior hospital posts have largely experienced and benefitted from positive role models, notably dentists, perceived as playing an important and creative influence promoting professionalism and shaping the career choices of early career stage dentists. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Follow the Yellow Brick Road to a Successful Professional Career in Higher Education

ERIC Educational Resources Information Center

Lumpkin, Angela

2009-01-01

Mentors and other colleagues can help guide faculty through various career stages as they develop and demonstrate their competence in teaching, research, and service; earn tenure and promotion; balance personal and professional responsibilities; meet post-tenure review expectations; and enjoy career-long productivity and satisfaction. Nurturing…

Organizational Ethics Development and the Human Resource Professional.

ERIC Educational Resources Information Center

Petrick, Joseph A.

1992-01-01

Surveys literature on organizational moral development and describes research methodology employed, summarizes research findings, and examines career implications for human resource professionals. Contends that institutionalizing an ethics program can impact favorably on both the organization and the career of the implementing human resource…

Career development for early career academics: benefits of networking and the role of professional societies.

PubMed

Ansmann, Lena; Flickinger, Tabor E; Barello, Serena; Kunneman, Marleen; Mantwill, Sarah; Quilligan, Sally; Zanini, Claudia; Aelbrecht, Karolien

2014-10-01

Whilst effective networking is vitally important for early career academics, understanding and establishing useful networks is challenging. This paper provides an overview of the benefits and challenges of networking in the academic field, particularly for early career academics, and reflects on the role of professional societies in facilitating networking. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Experience preferred: insights from our newest public health professionals on how internships/practicums promote career development.

PubMed

Hernandez, Kristen E; Bejarano, Sandra; Reyes, Francis J; Chavez, Margarita; Mata, Holly

2014-01-01

Universities offering undergraduate degrees in health promotion or health education and/or graduate degrees in public health typically require an internship, practicum, or fieldwork experience. This type of mentored experience is an important aspect of career development for the next generation of public health professionals and benefits not only the students but also the profession and the communities in which they work. This article provides perspectives from four public health professionals who have recently graduated from designated minority-serving institutions and highlights the ways in which internship, practicum, or fieldwork experiences have contributed to their career development. From a career development perspective, internships provide unique opportunities to develop professional networks, practice competencies learned in the classroom, gain experience in different environments, and share lessons learned with others in our field. The diversification of the public health research and practice workforce is increasingly recognized as crucial in building health equity. Internship programs that focus specifically on the academic and professional development of students underrepresented in public health provide experiences that meet or supplement academic requirements, and provide students with real-world experience and an expanded network of mentors and role models.

Career Development: Theory and Practice.

ERIC Educational Resources Information Center

Montross, David H., Ed.; Shinkman, Christopher J., Ed.

This book explores the latest developments in the theory and practice of career development, as seen by 21 professionals in the field. The study is organized in four parts that cover the following areas: the latest thinking about career theory; the career stages of exploration, establishment, maintenance, and decline; current thinking about the…

Career Development and Professional Attrition of Novice ESL Teachers of Adults

ERIC Educational Resources Information Center

Valeo, Antonella; Faez. Farahnaz

2013-01-01

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

Understanding What Is Possible across a Career: Professional Identity Development beyond Transition to Teaching

ERIC Educational Resources Information Center

Mahmoudi-Gahrouei, Vahid; Tavakoli, Mansoor; Hamman, Doug

2016-01-01

Professional identity surfaces repeatedly as an important underlying factor in teacher development. A sequential explanatory mixed methods design was used to investigate identity development in terms of teachers' expected and feared possible selves. Teachers (n = 120) representing three career groups (prospect, new, and experienced) participated.…

Professional Development in Career and Technical Education. In Brief: Fast Facts for Policy and Practice No. 7.

ERIC Educational Resources Information Center

Maurer, Matthew J.

The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality,…

Career Development Event Participation and Professional Development Needs of Kansas Agricultural Education Teachers

ERIC Educational Resources Information Center

Harris, Clark R.

2008-01-01

Past studies have shown that agricultural education teachers perceive a need for professional development in Career Development Events (CDEs) preparation, but they did not identify the individual CDEs where training was needed. This study examined the CDEs that Kansas schools were participating in at the district and state levels and the CDEs…

Career Orientations and Career Route Preferences in R&D Organisations.

ERIC Educational Resources Information Center

Petroni, Alberto

2000-01-01

A survey of 151 Italian scientists and engineers and case studies of a career development system for technical professionals revealed that career orientation (as measured by Schein's career anchors) is a useful predictor of career route preferences. (Author/JOW)

Not Just for CTE Teachers

ERIC Educational Resources Information Center

Reese, Susan

2005-01-01

Connecting education and careers through professional development experiences can benefit academic teachers as well as career tech teachers. At the Upper Rio Grande College Tech-Prep Youth Consortium in El Paso, Texas, there is a professional development program that helps academic teachers see the connection between learning and earning. A…

Black Female Faculty Success and Early Career Professional Development

ERIC Educational Resources Information Center

Jones, Tamara Bertrand; Osborne-Lampkin, La'Tara

2013-01-01

In recent years, a number of Black female junior scholars have participated in an early career professional development program designed to address socialization issues through individual and small group mentoring. This descriptive qualitative study investigated scholars' perceptions of the importance and effectiveness of a research…

The Career Advancement for Registered Nurse Excellence Program.

PubMed

Fusilero, Jane; Lini, Linda; Prohaska, Priscilla; Szweda, Christine; Carney, Katie; Mion, Lorraine C

2008-12-01

Nurse administrators focus on factors that influence nurses' levels of satisfaction to reduce turnover and improve retention. One important determinant of nurses' satisfaction is the opportunity for professional development. On the basis of feedback from the nurses, a professional development program, Career Advancement for Registered Nurse Excellence, was instituted. The authors describe one approach to create opportunities to improve professional nurse development and the necessity for ongoing assessment of its impact on nurses' job satisfaction.

Military Career Paths. Career Progression Patterns for Selected Occupations from the Military Career Guide.

ERIC Educational Resources Information Center

Military Entrance Processing Command (DOD), North Chicago, IL.

This document was developed in response to requests from guidance professionals for information about career progression in the military. It presents descriptions of typical career development patterns over a 20-year period for 25 enlisted and 13 officer occupations. The enlisted occupations are: administrative support specialists, air crew…

Common Standards for Career Education Programs

ERIC Educational Resources Information Center

Missouri Department of Elementary and Secondary Education, 2012

2012-01-01

The Office of College and Career Readiness has developed the "Common Standards for Career Education Programs." The six common standards are: (1) Program Management and Planning; (2) Curriculum; (3) Instruction; (4) Professional Development; (5) Career and Technical Student Organizations; and (6) Instructional Facilities and Equipment.…

The Work, Perceptions and Professional Development of Teachers

ERIC Educational Resources Information Center

Silva, Ana Maria; Herdeiro, Rosalinda

2014-01-01

This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

Burnout among Career Development Professionals: Preliminary Findings and Implications.

ERIC Educational Resources Information Center

Forney, Deanna S.; And Others

1982-01-01

Presents the results of the initial stage of research conducted to explore the relationship between burnout and career development professionals through interviews (N=24). Formulates definition of burnout and identifies burnout symptoms and causes. Results pointed out the individualized nature of burnout, both in terms of symptoms/causes and…

The Earth Science Women's Network (ESWN): A member-driven network approach to supporting women in the Geosciences

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Adams, A. S.; Barnes, R. T.; Fischer, E. V.; Glessmer, M. S.; Holloway, T.; Marin-Spiotta, E.; Rodriguez, C.; Steiner, A. L.; Wiedinmyer, C.; Laursen, S. L.

2013-12-01

The Earth Science Women's Network (ESWN) is an organization of women geoscientists, many in the early stages of their careers. The mission of ESWN is to promote success in scientific careers by facilitating career development, community, informal mentoring and support, and professional collaborations. ESWN currently connects nearly 2000 women across the globe, and includes graduate students, postdoctoral scientists, tenure and non-tenure track faculty from diverse colleges and universities, program managers, and government, non-government and industry researchers. In 2009, ESWN received an NSF ADVANCE PAID award, with the primary goals to grow our membership to serve a wider section of the geosciences community, to design and administer career development workshops, to promote professional networking at scientific conferences, and to develop web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Now at the end of the grant, ESWN members have reported gains in a number of aspects of their personal and professional lives including: knowledge about career resources; a greater understanding of the challenges facing women in science and resources to overcome them; a sense of community and less isolation; greater confidence in their own career trajectories; professional collaborations; emotional support on a variety of issues; and greater engagement and retention in scientific careers. The new ESWN web center (www.ESWNonline.org), a major development supported by NSF ADVANCE and AGU, was created to facilitate communication and networking among our members. The web center offers a state-of-the-art social networking platform and features: 1) a public site offering information on ESWN, career resources for all early career scientists, and a 'members' spotlight' highlighting members' scientific and professional achievements; and 2) a password protected member area where users can personalize profiles, create and respond to discussions, and connect with other members. The new member area's archive of discussions and member database are searchable, providing better tools for targeted networking and collaboration.

The impact of the NASA Administrator's Fellowship Program on fellows' career choices

NASA Astrophysics Data System (ADS)

Graham, Eva M.

Maintaining diversity in the technical workforce and in higher education has been identified as one way to increase the outreach, recruitment and retention of students and other faculty from underrepresented, underserved and minority populations, especially in Science, Technology, Engineering and Mathematics (STEM) courses of study and careers. The National Aeronautics and Space Administration (NASA) Administrator's Fellowship Program (NAFP) is a professional development program targeting faculty at Minority Serving Institutions and NASA civil servant employees for a two year work-based professional development experience toward increasing the likelihood of retaining them in STEM careers and supporting the recruitment and retention of minority students in STEM courses of study. This evaluation links the activities of the fellowship program to the impact on fellows' career choices as a result of participation through a series of surveys and interviews. Fellows' personal and professional perceptions of themselves and colleagues' and administrators' beliefs about their professional capabilities as a result of selection and participation were also addressed as they related to career outcomes. The findings indicated that while there was no direct impact on fellows' choice of careers, the exposure, direction and focus offered through travel, mentoring, research and teaching had an impact their perceptions of their own capabilities and, their colleagues' and administrators' beliefs about them as professionals and researchers. The career outcomes reported were an increase in the number publications, promotions, change in career and an increased awareness of the culture of science and engineering.

Staying at the Top: Playing Position and Performance Affect Career Length in Professional Sport

ERIC Educational Resources Information Center

Baker, Joseph; Koz, Dan; Kungl, Ann-Marie; Fraser-Thomas, Jessica; Schorer, Jorg

2013-01-01

In an effort to understand the process of skill acquisition and decline, researchers have largely neglected a critical aspect of this development--maximizing time at the highest levels of achievement. This study examined length of career for professional athletes in basketball, football, ice hockey, and baseball and considers whether career length…

The Role of Geoscience Departments in Preparing Future Geoscience Professionals

NASA Astrophysics Data System (ADS)

Ormand, C. J.; MacDonald, H.; Manduca, C. A.

2010-12-01

The Building Strong Geoscience Departments program ran a workshop on the role of geoscience departments in preparing geoscience professionals. Workshop participants asserted that geoscience departments can help support the flow of geoscience graduates into the geoscience workforce by providing students with information about jobs and careers; providing experiences that develop career-oriented knowledge, attitudes and skills; encouraging exploration of options; and supporting students in their job searches. In conjunction with the workshop, we have developed a set of online resources designed to help geoscience departments support their students’ professional development in these ways. The first step toward sending geoscience graduates into related professions is making students aware of the wide variety of career options available in the geosciences and of geoscience employment trends. Successful means of achieving this include making presentations about careers (including job prospects and potential salaries) in geoscience classes, providing examples of practical applications of course content, talking to advisees about their career plans, inviting alumni to present at departmental seminars, participating in institutional career fairs, and publishing a departmental newsletter with information about alumni careers. Courses throughout the curriculum as well as co-curricular experiences can provide experiences that develop skills, knowledge, and attitudes that will be useful for a range of careers. Successful strategies include having an advisory board that offers suggestions about key knowledge and skills to incorporate into the curriculum, providing opportunities for students to do geoscience research, developing internship programs, incorporating professional skills training (such as HazMat training) into the curriculum, and teaching professionalism. Students may also benefit from involvement with the campus career center or from conducting informational interviews of geoscientists, and department faculty can support these activities simply by suggesting them to students and offering encouragement. Departments can also help students expand their career options by developing networks of alumni and potential employers. Alumni networks offer real-life examples of abstract career options, while networks of employers offer internship opportunities and a direct line to job openings. Finally, the power of simply talking to students directly should not be underestimated. Asking students about their career plans, offering them information on available options, encouraging them to apply for particular internships or jobs, or inviting them to meet with alumni who are visiting campus, can have a powerful impact. In all of this, we need to be supportive of student choices. Overall, faculty can help students make more informed career decisions and develop skills that will be of value in their career through a variety of strategies, working with students as an advisor or mentor to help them explore career options. Our website provides many examples of how geoscience departments across the country work toward these goals, as well as background information on topics such as geoscience employment trends.

How the gastroenterology nurse can establish and meet career goals.

PubMed

Greenwald, Beverly

2006-01-01

A career goal promotes professional growth for the gastroenterology nurse. Short-term goals (achievable in less than one year) focus toward attaining a long-term goal (achievable in 5 to 10 years). The steps to achieving a career goal are self-assessment, career goal development, action plan development, implementation of the action plan, evaluation, and the establishment of a new goal. A career goal must be specific, measurable, achievable, realistic, and have a specified time frame. A tailor-made action plan is a list of interventions to promote goal achievement within the specified time frame. A goal posted in a prominent area is less likely to be forgotten and can guide day-to-day activities. A career goal should be reviewed and revised at least annually. A professional resume documents these career achievements.

Professional values, job satisfaction, career development, and intent to stay.

PubMed

Yarbrough, Susan; Martin, Pam; Alfred, Danita; McNeill, Charleen

2017-09-01

Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse-an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. The purpose of the study was to explore relationships of professional values orientation, career development, job satisfaction, and intent to stay in recently hired mid-career and early-career nurses in a large hospital system. A descriptive correlational study of personal and professional factors on job satisfaction and retention was conducted. Participants and research context: A convenience sample of nurses from a mid-sized hospital in a metropolitan area in the Southwestern United States was recruited via in-house email. Sixty-seven nurses met the eligibility criteria and completed survey documents. Ethical considerations: Institutional Review Board approval was obtained from both the university and hospital system. Findings indicated a strong correlation between professional values and career development and that both job satisfaction and career development correlated positively with retention. Newly hired mid-career nurses scored higher on job satisfaction and planned to remain in their jobs. This is important because their expertise and leadership are necessary to sustain the profession into the future. Nurse managers should be aware that when nurses perceive value conflicts, retention might be adversely affected. The practice environment stimulates nurses to consider whether to remain on the job or look for other opportunities.

How to be a good professional: existentialist continuing professional development (CPD)

PubMed Central

Mulvey, Rachel

2013-01-01

This article reflects on the construct and practice of continuing professional development (CPD) and its significance for the professional careers workforce. The article presents the idea of the CPD triad and considers how professional bodies, employers and individuals can each benefit from a practitioner's ongoing commitment to continuing professional development. The tension between the practitioner's quest for lifelong learning is set against professional body demands, leading to the conclusion that these are not necessarily mutually exclusive. Consideration is given to propositional, practical and procedural knowledge, and to overall competence. The article explores an existentialist approach to professional learning, and concludes that, along with personal agency, this could usefully be adopted by career practitioners to weather turbulent times. PMID:24009404

How do early career health sciences information professionals gain competencies?

PubMed

Myers, Bethany A; Rodriguez, Bredny

2016-07-01

The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of educational and professional development opportunities for prospective or early career health information professionals.

Mid-Career Teachers' Perceptions of Self-Guided Professional Growth: Strengthening a Sense of Agency through Collaboration

ERIC Educational Resources Information Center

Strahan, David

2016-01-01

Opportunities for self-guided professional development provided a context for exploring ways that mid-career teachers designed learning projects and articulated their perceptions of professional growth. In their applications for small grants for materials and released time, participants identified their own personal goals for improving…

Internships: The Key to Career Preparation, Professional Development, and Career Advancement

ERIC Educational Resources Information Center

Hurst, Jessica L.; Thye, Ann; Wise, Chris Leiran

2014-01-01

In today's competitive job market, students who lack real-world experience face major obstacles. Many professional positions require previous experience; therefore, relevant work experience is a key attribute that any entry-level family and consumer Sciences (FCS) professional can offer a potential employer. Internships provide one of the…

Factors that influence career decisions in Canada's nurses.

PubMed

Price, Sheri; Hall, Linda McGillis; Lalonde, Michelle; Andrews, Gavin; Harris, Alexandra; MacDonald-Rencz, Sandra

2013-01-01

Understanding the experiences of nurses who have moved between the provinces and territories (P/T) in Canada for work provides insight into the role of professional socialization in career decision-making. This paper analyzes some of the qualitative data arising from a survey of nurses from across Canada. The findings provide insight into nurses' professional socialization and demonstrate that early perceptions and expectations of nursing practice can influence future career decisions such as mobility and intent to remain. Participants described how "caring" and direct patient contact were central to their choice of nursing and career satisfaction. As the data reveal, nursing is also regarded as a career that enables mobility to accommodate both family considerations and professional development opportunities. The findings highlight the need for professional socialization strategies and supports that motivate Canadian nurses to continue practising within the profession and the country.

Making the GeoConnection: Web 2.0-based support for early-career geoscientists (Invited)

NASA Astrophysics Data System (ADS)

Martinez, C. M.; Gonzales, L. M.; Keane, C. M.

2010-12-01

The US Bureau of Labor estimates that there will be an 18% increase in geoscience jobs between 2008 and 2018 in the United States, and demand for geoscientists is expected to rise worldwide as scientists tackle global challenges related to resources, hazards and climate. At the same time, the geoscience workforce is aging, with approximately half of the current workforce reaching retirement age within the next 10-15 years. A new generation of geoscientists must be ready to take the reins. To support this new generation, AGI’s geoscience workforce outreach programs were designed to help retain geoscience students through their degree programs and into careers in the field. These resources include support for early-career professional development and career planning. AGI’s GeoConnection Network for the Geosciences provides a venue for informal dissemination of career information and professional resources. The network links Web 2.0 platforms, including a Facebook page, YouTube Channel and Twitter feed, to build a robust geoscience community of geoscientists at all stages of their careers. Early-career geoscientists can participate in GeoConnection to network with other scientists, and to receive information about professional development and job opportunities. Through GeoConnection packets, students can join professional societies which will assist their transition from school to the workplace. AGI’s member societies provide professional development course work, field trips, career services, interviewing opportunities, and community meetings. As part of the GeoConnection Network, AGI hosts informational webinars to highlight new workforce data, discuss current affairs in the geosciences, and to provide information about geoscience careers. Between December 2009 and August 2010, AGI hosted 10 webinars, with more than 300 total participants for all the webinars, and 5 additional webinars are planned for the remainder of the year. The webinars offer early-career scientists the opportunity to understand global geoscience workforce concerns and to interact with geoscience professionals through question and answer sessions. Recordings of the live webinar presentations are posted online and may be accessed at any time.

Development of a systematic career coaching program for medical students.

PubMed

Hur, Yera; Cho, A Ra; Kwon, Mihye

2018-03-01

This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school's curriculum and educational environment.

Growing Our Own: A Longitudinal Evaluation of a Professional Development Program for Early-Career 4-H Professionals

ERIC Educational Resources Information Center

Varrella, Gary F.; Luckey, Brian P.; Baca, Jacqueline S.; Peters, Curt

2016-01-01

We present the results of a longitudinal evaluation of the Western Region 4-H Institute, a 5-day training program designed to enhance the skill sets of early-career Extension professionals organized around the 4-H professional research, knowledge, and competencies model. Programs such as this often are assessed for their short-term relevance and…

Student-Development Preparation and Placement: A Longitudinal Study of Graduate Students' and New Professionals' Experiences.

ERIC Educational Resources Information Center

Richmond, Jayne; Sherman, Karen J.

1991-01-01

Examined graduate students' and new professionals' choices and satisfaction with careers, preparation programs, and mentor relationships. Findings from four phases of longitudinal study begun in 1983 with graduate students in student development field suggest that entering students need to be adequately informed about changing career options in…

Korean Graduate Students' Perceptions of Guidance and Professional Development

ERIC Educational Resources Information Center

Lee, Kent; Lee, Hikyoung

2017-01-01

Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current…

The Development of a Continuing Education Program for Mid-Career Professionals.

ERIC Educational Resources Information Center

Gunderson, Norman O.

The Master's Degree Program in Cybernetic Systems was proposed a decade ago as an interdisciplinary problem-solving oriented educational effort. Implemented seven years ago, it has developed into a successful continuing education vehicle for mid-career professionals. Those proposing the program recognized that without guidelines to follow, it must…

Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase

ERIC Educational Resources Information Center

Sorensen, Tyson J.; Lambert, Misty D.; McKim, Aaron J.

2014-01-01

Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment…

Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions

ERIC Educational Resources Information Center

Vajoczki, Susan; Biegas, Tamara C.; Crenshaw, Melody; Healey, Ruth L.; Osayomi, Tolulope; Bradford, Michael; Monk, Janice

2011-01-01

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and…

Professional development

NASA Astrophysics Data System (ADS)

Yoon, Jin Hee; Hartline, Beverly Karplus; Milner-Bolotin, Marina

2013-03-01

The three sessions of the professional development workshop series were each designed for a different audience. The purpose of the first session was to help mid-career physicists aspire for and achieve leadership roles. The second session brought together students, postdoctoral fellows, and early-career physicists to help them plan their career goals and navigate the steps important to launching a successful career. The final session sought to increase awareness of the results of physics education research, and how to use them to help students-especially women-learn physics better. The presentations and discussions were valuable for both female and male physicists.

The Professional Practice of Career Counseling and Consultation: A Resource Document. Second Edition.

ERIC Educational Resources Information Center

Engels, Dennis W., Ed.

Changes in the United States and around the globe have influenced the world of work and the field of career development. Legislation is emphasizing career development programs for students and adults alike. This document provides an overview of the National Career Development Association's (NCDA) efforts to support the recognition and use of…

Take a Professional to Lunch: A Process to Establish a Professional Network

ERIC Educational Resources Information Center

Butler, Daniel D.

2012-01-01

A review of the marketing literature suggests that students develop personal marketing or sales plans to find their first job and subsequent career. Publishers are providing students access to online resources linked to career information. However, the person who knows most about a given career is the person who is working at that job on a daily…

Lenore White Harmon: One Woman's Career Development.

ERIC Educational Resources Information Center

Fouad, Nadya A.

1997-01-01

Presents biographical information on Lenore White Harmon, noted professor, counselor, and researcher. In a question-and-answer section, Harmon describes her early career decisions, work history, research efforts, professional contributions, important influences and reflections on her career development. (KW)

Race-Conscious Professionalism and African American Representation in Academic Medicine.

PubMed

Powers, Brian W; White, Augustus A; Oriol, Nancy E; Jain, Sachin H

2016-07-01

African Americans remain substantially less likely than other physicians to hold academic appointments. The roots of these disparities stem from different extrinsic and intrinsic forces that guide career development. Efforts to ameliorate African American underrepresentation in academic medicine have traditionally focused on modifying structural and extrinsic barriers through undergraduate and graduate outreach, diversity and inclusion initiatives at medical schools, and faculty development programs. Although essential, these initiatives fail to confront the unique intrinsic forces that shape career development. America's ignoble history of violence, racism, and exclusion exposes African American physicians to distinct personal pressures and motivations that shape professional development and career goals. This article explores these intrinsic pressures with a focus on their historical roots; reviews evidence of their effect on physician development; and considers the implications of these trends for improving African American representation in academic medicine. The paradigm of "race-conscious professionalism" is used to understand the dual obligation encountered by many minority physicians not only to pursue excellence in their field but also to leverage their professional stature to improve the well-being of their communities. Intrinsic motivations introduced by race-conscious professionalism complicate efforts to increase the representation of minorities in academic medicine. For many African American physicians, a desire to have their work focused on the community will be at odds with traditional paths to professional advancement. Specific policy options are discussed that would leverage race-conscious professionalism as a draw to a career in academic medicine, rather than a force that diverts commitment elsewhere.

Career Planning for Trainees and Fellows

Cancer.gov

Cancer research fellows and trainees at NCI can gain technical experience and professional skills while planning for academic, government, or industry careers. Learn more about career development at NCI.

Insights on STEM Careers

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wendelberger, Joanne Roth

2014-11-05

This presentation will provide career advice for individuals seeking to go beyond just having a job to building a successful career in the areas of Science, Technology, Engineering, and Mathematics. Careful planning can be used to turn a job into a springboard for professional advancement and personal satisfaction. Topics to be addressed include setting priorities, understanding career ladders, making tough choices, overcoming stereotypes and assumptions by others, networking, developing a professional identify, and balancing a career with family and other personal responsibilities. Insights on the transition from individual technical work to leadership will also be provided. The author will drawmore » upon experiences gained in academic, industrial, and government laboratory settings, as well as extensive professional service and community involvement.« less

Career Development with Transgender College Students: Implications for Career and Employment Counselors

ERIC Educational Resources Information Center

Scott, David A.; Belke, Stephanie L.; Barfield, Hannah G.

2011-01-01

The number of transgender college students continues to increase every year. These students face unique challenges that many college and university career centers are not prepared to handle. This article describes some of the challenges facing transgender students and college career centers. A professional development design is proposed to assist…

The Influence of Research on Career Development at Academic Colleges of Education in Israel.

ERIC Educational Resources Information Center

Katz, Eva; Coleman, Marianne

2002-01-01

Interviewed and surveyed Israeli teacher educators regarding links between research and career development. Young and ambitious respondents used research for extrinsic rewards and career advancement. Teacher educators toward the end of their careers looked for intrinsic rewards and viewed research as contributing to professional growth.…

Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers

ERIC Educational Resources Information Center

Feng, Yan

2012-01-01

Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

Alternative Work Arrangements among Professionals and Managers: Rethinking Career Development and Success.

ERIC Educational Resources Information Center

MacDermid, Shelley M.; Lee, Mary Dean; Buck, Michelle; Williams, Margaret L.

2001-01-01

A study of 78 women professionals/managers working reduced hours for family or personal reasons showed that less successful arrangements were associated with lack of upward mobility, underemployment, pressure to work full time, and difficult relations with co-workers. Career development was a concern for those in both more and less successful…

Association of Polar Early Career Scientists Promotes Professional Skills

NASA Astrophysics Data System (ADS)

Pope, Allen; Fugmann, Gerlis; Kruse, Frigga

2014-06-01

As a partner organization of AGU, the Association of Polar Early Career Scientists (APECS; http://www.apecs.is) fully supports the views expressed in Wendy Gordon's Forum article "Developing Scientists' `Soft' Skills" (Eos, 95(6), 55, doi:10.1002/2014EO060003). Her recognition that beyond research skills, people skills and professional training are crucial to the success of any early-career scientist is encouraging.

Assuming Agency: The Power of Strategy and Networks in the Professional Lives of Faculty

ERIC Educational Resources Information Center

Terosky, Aimee LaPointe; O'Meara, KerryAnn

2011-01-01

In this article, the authors discuss some manifestations of agency in the faculty career and the potential importance of its role in faculty career development. They define faculty professional growth as a change occurring in a person throughout his or her career and life that allows him or her to bring new and diverse knowledge, skills, values,…

Career/Life Planning for Blue Collar Workers.

ERIC Educational Resources Information Center

Russell, Mary

1982-01-01

Lockheed Corporation's approach to career development for blue collar workers is based on these principles: providing accurate, current information for decision making, encouraging employees' personal and professional development, and integrating career planning into existing procedures and structures. (CPAD Network, 1190 South Bascom Avenue,…

Identities and motives of naturalist development program attendees and their relation to professional careers

NASA Astrophysics Data System (ADS)

Mraz, Jennifer Arin

In recent years, there has been much concern over the decline of biologists who actually identify themselves to be naturalists, which negatively impacts the field of conservation and the study of biology as a whole. This could result in a decrease in individuals who participate in naturalist-like activities, such as informal environmental education and environmental volunteerism. The purpose of my study was to determine what discourse identities were held by naturalist development program participants, how these discourse identities related to their volunteer motives in environmental settings, and how discourse identity related to professional careers. I defined identity through the lens of discourse-identity, which describes a person's identity as being conveyed through that individual's communication and actions. I conducted individual interviews or used an online questionnaire to ask questions to naturalist development program attendees about their workshop experience, relationship with nature, volunteer motives and activities, as well as professional career or career aspiration. Volunteer motives were quantitatively measured in both types of program participants using the published Volunteer Motivation Questionnaire. Overall, I found that 100 study participants had six discourse identities: naturalist (n = 27), aspiring naturalist ( n = 32), nature steward (n = 5), outreach volunteer (n = 6), casual nature observer (n = 22), and recreational nature user (n = 8). Naturalist development programs should focus on developing more naturalist-like discourse identities in their participants to help encourage participation in naturalist activities. Volunteer motives were ranked by importance to participants in the following order: helping the environment, learning, user, project organization, values and esteem, social, and career. The majority of Master Naturalist Program study participants that stated a career were in non-STEM careers; however, the majority of individuals with a naturalist or aspiring naturalist discourse identity did have careers in STEM. The OUTSIDE NDP study participants all expressed their intention to pursue STEM careers. By focusing on hands-on outdoor professional development, the development of naturalist discourse identities, and on developing the volunteer motives that participants' value, more individuals could be retained to assist with naturalist activities.

Take Charge of Your Personal and Professional Development

ERIC Educational Resources Information Center

Goble, Carla B.; Horm, Diane M.

2010-01-01

The need for professional development is universal, whatever a person's profession. Professionals must continually enrich their knowledge and increase their sense of professionalism over the course of their careers so as to implement current research-based practice. Early childhood professional development brings to the forefront the significance…

Professional Associations: Their Role in Promoting Sustainable Development in Australia

ERIC Educational Resources Information Center

Thomas, Ian; Hegarty, Kathryn; Whitman, Stuart; MacGregor, Val

2012-01-01

Professional associations have a strong influence on what is covered in the curricula of universities, especially that of professional degrees. They also provide members with professional development throughout their careers. Professional associations have the potential to facilitate development of sustainability competency in the workforce in…

Teaching matters-academic professional development in the early 21st century.

PubMed

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Impact of a Leadership Development Institute on Professional Lives and Careers.

PubMed

Purdy, Nancy

2016-01-01

An evaluation study was conducted to determine the impact of a leadership institute, The Dorothy Wylie Health Leaders Institute (DWHLI), over the decade since its inception. The aim was to better understand the perceived influence of the Institute over time on professional lives and careers of alumni and identify the critical design features that supported leadership development. Nurses and other health disciplines from all levels of leadership and from most provinces completed an online survey (n = 165) and a subset was interviewed (n = 33). The majority of alumni (50-68%) rated the impact of the Institute as significant or very significant on seven of the eight selected intended leadership outcomes. For 73-78% of the alumni, the Institute had a recurring or profound positive impact on their professional lives as leaders and personal careers. Alumni who reported the greatest impact of the program on their knowledge, skills and confidence as leaders also had higher levels of career satisfaction and work engagement. Design elements that impacted their development included the theoretical and conceptual content, interactive and experiential structure and mentoring. Recommendations for organizational sponsors included the need for opportunities to apply learning, ongoing coaching, mentoring and career counseling specific to their leadership career path.

A Counselor's Guide to Career Assessment Instruments, Sixth Edition

ERIC Educational Resources Information Center

Wood, Chris; Hays, Danica G.

2013-01-01

This book contains exemplary resources for counselors, career development facilitators, school counselors, and other career professionals working in a variety of settings. This edition is an essential guide to career assessment and contains a comprehensive list of career assessment instruments. It has over 70 reviews and includes…

Development of a systematic career coaching program for medical students

PubMed Central

2018-01-01

Purpose This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. Methods The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. Results The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. Conclusion The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school’s curriculum and educational environment. PMID:29510607

Preparing Students for Diverse Careers: Developing Career Literacy with Final-Year Writing Students

ERIC Educational Resources Information Center

Bennet, Dawn; Robertson, Rachel

2015-01-01

Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry…

The Relationship between Career Growth and Organizational Commitment

ERIC Educational Resources Information Center

Weng, Qingxiong; McElroy, James C.; Morrow, Paula C.; Liu, Rongzhi

2010-01-01

This research examines the relationship between employees' career growth and organizational commitment. Career growth was conceptualized by four factors: career goal progress, professional ability development, promotion speed and remuneration growth, while organizational commitment was conceptualized using Meyer and Allen's (1997) three component…

Engagement with a Teaching Career--How a Group of Finnish University Teachers Experience Teacher Identity and Professional Growth

ERIC Educational Resources Information Center

Korhonen, Vesa; Törmä, Sirpa

2016-01-01

The aim of this qualitative study was to identify teachers' ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing…

Assessing Performance and Consequence Competence in a Technology-Based Professional Development for Agricultural Science Teachers: An Evaluation of the Lincoln Electric Welding Technology Workshop

ERIC Educational Resources Information Center

Saucier, P. Ryan; McKim, Billy R.; Muller, Joe E.; Kingman, Douglas M.

2014-01-01

Professional development education for teachers is essential to improving teacher retention, program relevance and effectiveness, and the preparation of fully qualified and highly motivated career and technology educators at all career stages (Doerfert, 2011; Lambeth, Elliot, & Joerger, 2008). Furthermore, it is necessary to link industry…

Career Development and Promotion in an Academic Health Center.

PubMed

Christophersen, Edward R

2017-03-01

This paper examines the successive stages of the career path for psychologists who commit to spending their professional lives working in academic health centers. Key factors for success at each stage are described, as are the steps required for progressing to subsequent stages of professional development. The paper breaks new ground by including consideration of a post-retirement stage, "Professor Emeritus status."

Professional Counseling in Romania: An Introduction

ERIC Educational Resources Information Center

Szilagyi, Andreea; Paredes, Daniel M.

2010-01-01

The formalization and professionalization processes in Romania resemble the early history of counseling in the United States, where development initially took place in the educational and career/vocational sectors. Brief accounts of the relationship between select periods in Romanian history and access to education and career/vocational support…

Career Counseling in Schools: Multicultural and Developmental Perspectives.

ERIC Educational Resources Information Center

Herring, Roger D.

This handbook is a resource for counselor educators, school counselors, and other helping professionals who have not discovered an appropriate multicultural approach to career development. It is designed to enhance the school counselor's knowledge about cultural diversity and to provide appropriate career development interventions with special…

Developing the careers of clinician-educators in psychiatry.

PubMed

Bennett, Aurora J; Clardy, James A; Cargile, Christopher S; Thrush, Carol R

2007-01-01

This article describes initial efforts by the newly developed Clinician-Educator Section (CES) of the Association for Academic Psychiatry (AAP) to support the career advancement of academic faculty within psychiatry. The CES provided its first workshop at the 2005 AAP annual meeting, focusing on early career development and academic promotion. The CES obtained input from members regarding their vision for how this newly developed section could support their career development. Workshops were among the suggestions provided and therefore this article will describe the planning, implementation, and outcome measures of the initial workshop provided by the CES. The authors describe a summary of the workshop, descriptive statistics obtained from a needs assessment, and formal evaluation ratings of the workshop. Results indicate that this initial effort was a helpful professional development opportunity for academic psychiatrists. The AAP-led initiative described in this article is a positive first step in the field of academic psychiatry to leverage the valuable educational and facilitative role of a professional organization in promoting the career advancement of clinician-educators in psychiatry.

Professional career development for male nurses.

PubMed

Yang, Cheng-I; Gau, Meei-Ling; Shiau, Shu-Jen; Hu, Wei-Herng; Shih, Fu-Jin

2004-12-01

The aim of this paper is to report a study to: (a) explore Taiwanese male nurses' motivations for becoming a nurse; (b) reveal their professional developmental process in nursing; (c) understand the difficulties hindering their professional development from both professional and gender aspects; and (d) identify the strategies they use to cope with these difficulties. Hindered by historical, cultural, economic and warfare factors, the proportion of male nurses in Taiwan remains low. Taiwanese male nurses' career development process has not been well investigated yet. A descriptive qualitative research design was used, with a convenience sample of 15 male nurses (mean age 30.8 years) with a Bachelor's degree in Nursing Science. Data were collected by semi-structured interviews and analysed by content analysis. Taiwanese male nurses' entrance into the nursing profession involved three phases: pre-study, study and employment. The difficulties encountered during career development were related to the gender expectations of patients and the general public. The nurses received support more from superiors than from colleagues. The strategies they used included (a) improving their professional knowledge and skills to obtain higher levels of satisfaction and better opportunities for promotion; (b) thinking aggressively about job promotion; (c) choosing specialist departments as appropriate environments for graduate study and personal growth; and (d) changing their professional track for personal growth. Based on the nature of nursing work and clinical experiences, Taiwanese male nurses believed that nursing was a profession suitable for both men and women. Their preparation for career development started at the pre-study phase. The major strategies they used were related to a strong desire for personal growth and professional promotion. Finally, a conceptual framework was developed to depict this complex phenomenon.

Educational Preparation, Roles, and Competencies to Guide Career Development for Cardiac Rehabilitation Nurses.

PubMed

Lin, Stella H M; Neubeck, Lis; Gallagher, Robyn

Cardiac rehabilitation is one of the most widely recommended strategies to reduce the burden of cardiovascular disease. The multicomponent nature of cardiac rehabilitation programs requires a multidisciplinary team of healthcare professionals including nurses who are equipped with extensive knowledge and skills. However, there is a lack of a comprehensive, explicit career pathway that contains academic and clinical development to prepare nurses to become cardiac rehabilitation specialists. The aim of this study is to identify the 3 essential components for cardiac rehabilitation professionals: (1) educational preparation, (2) role/responsibility, and (3) competency to inform the framework of career development for cardiac rehabilitation nurses. Through scoping review, 4 stages from the methodological framework of scoping review by Arksey and O'Malley (Int J Soc Methodol. 2005;8:19-32) were used. Some attempts have been made in developing frameworks of career development for cardiac rehabilitation professionals with these 3 components through guidelines/standards and core curriculum development worldwide, among which the United States is the only country with a well-established system including guidelines for cardiac rehabilitation/secondary prevention programs, a position statement in terms of competencies, and certification examination for cardiac rehabilitation professionals. Nevertheless, further development and integration of these efforts, specifically for cardiac rehabilitation nurses, are required. It is vital to raise the awareness of the significant contribution that appropriately educated and trained nurses make in reducing the global burden of cardiovascular disease through cardiac rehabilitation. Therefore, action on establishing a system of comprehensive, clearly defined career development pathway for cardiac rehabilitation nurses worldwide is of immediate priority.

Preparing Future Geoscience Professionals: Needs, Strategies, Programs, and Online Resources

NASA Astrophysics Data System (ADS)

Macdonald, H.; Manduca, C. A.; Ormand, C. J.; Dunbar, R. W.; Beane, R. J.; Bruckner, M.; Bralower, T. J.; Feiss, P. G.; Tewksbury, B. J.; Wiese, K.

2011-12-01

Geoscience faculty, departments, and programs play an important role in preparing future geoscience professionals. One challenge is supporting the diversity of student goals for future employment and the needs of a wide range of potential employers. Students in geoscience degree programs pursue careers in traditional geoscience industries; in geoscience education and research (including K-12 teaching); and opportunities at the intersection of geoscience and other fields (e.g., policy, law, business). The Building Strong Geoscience Departments project has documented a range of approaches that departments use to support the development of geoscience majors as professionals (serc.carleton.edu/departments). On the Cutting Edge, a professional development program, supports graduate students and post-doctoral fellows interested in pursuing an academic career through workshops, webinars, and online resources (serc.carleton.edu/NAGTWorkshops/careerprep). Geoscience departments work at the intersection of student interests and employer needs. Commonly cited program goals that align with employer needs include mastery of geoscience content; field experience; skill in problem solving, quantitative reasoning, communication, and collaboration; and the ability to learn independently and take a project from start to finish. Departments and faculty can address workforce issues by 1) implementing of degree programs that develop the knowledge, skills, and attitudes that students need, while recognizing that students have a diversity of career goals; 2) introducing career options to majors and potential majors and encouraging exploration of options; 3) advising students on how to prepare for specific career paths; 4) helping students develop into professionals, and 5) supporting students in the job search. It is valuable to build connections with geoscience employers, work with alumni and foster connections between students and alumni with similar career interests, collaborate with campus career centers, incorporate career advising and mentoring throughout the degree program, and recognize that co-curricular experiences are also important avenues through which students can also develop as professionals. Graduate students and post-doctoral fellows have many questions about academic jobs and the academic job search process and many are uncertain about the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). On the Cutting Edge workshops and webinars provide insights into academic careers in different institutional settings, various teaching strategies and course design, strategies for moving research forward, effective teaching and research statements, the job search process, and negotiation. The website provides resources on these topics as well as others and includes screen casts of the webinar sessions, making these resources available to all.

Introducing Professional and Career Development Skills in the Marketing Curriculum

ERIC Educational Resources Information Center

Kelley, Craig A.; Bridges, Claudia

2005-01-01

According to recent studies in academic journals, business practitioners have expressed the view that marketing graduates lack certain professional and career skills. In addition, informal discussions with campus recruiters have suggested that their experience is very similar. This exploratory study reports the results of a survey of the…

Your Career as a Successful Independent TESL Professional

ERIC Educational Resources Information Center

Eaton, Sarah Elaine

2015-01-01

The purpose of this presentation is to present information on how to develop one's career as an independent TESOL professional (e.g. adjunct instructor, freelancer, contractor or consultant). The methodology used to present this information is active practitioner reflection. The discussion includes topics such as various types independent…

Understanding Career Context as a Key to Best Serving Adult Students

ERIC Educational Resources Information Center

Bohonos, Jeremy

2014-01-01

Professional development plays a key role in motivating many adult learners. Understanding these students' career contexts allows for more effective program development and better student services. This article presents five broad categories of career context and provides a brief framework which educators can use to more effectively…

Professional Identity, Career Commitment, and Career Entrenchment of Midlevel Student Affairs Professionals

ERIC Educational Resources Information Center

Wilson, Maureen E.; Liddell, Debora L.; Hirschy, Amy S.; Pasquesi, Kira

2016-01-01

The purposes of this study were to identify factors of midlevel student affairs administrators' professional identity and to examine the association of those factors to career commitment, career entrenchment, and demographic characteristics. Principal axis factor analysis derived 3 dimensions of professional identity: career contentment, community…

Association of American Medical Colleges

MedlinePlus

Members Students Residents | Search Store Sign in About Leadership Membership Strategic Initiatives Grants and Awards Careers at ... Issues Professional Development Learn Serve Lead Annual Meeting Leadership Development Meetings Webinars Career Connect Share | A.I. ...

On Teacher Career Development: A Conversation with Phillip Schlechty.

ERIC Educational Resources Information Center

Brandt, Ron

1985-01-01

Briefly discusses Phillip Schlechty's view on teacher career development with university cooperation, needs for systematic faculty development, appropriate administrator roles, encouragement of professionalism, the use of differentiated staffing patterns, and appropriate attitudes toward reform. (PGD)

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network.

PubMed

Bazzi, Angela R; Mogro-Wilson, Cristina; Negi, Nalini Junko; Gonzalez, Jennifer M Reingle; Cano, Miguel Ángel; Castro, Yessenia; Cepeda, Alice

2017-01-01

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.

Organizational Career Growth, Affective Occupational Commitment and Turnover Intentions

ERIC Educational Resources Information Center

Weng, Qingxiong; McElroy, James C.

2012-01-01

Survey data, collected from the People's Republic of China, were used to test Weng's (2010) four facet model of career growth and to examine its effect on occupational commitment and turnover intentions. Weng conceptualized career growth as consisting of four factors: career goal progress, professional ability development, promotion speed, and…

Annual Convention in St. Louis: A Dynamic Convergence

ERIC Educational Resources Information Center

Emeagwali, N. Susan

2012-01-01

Nearly 3,000 career and technical educators from across the country converged upon St. Louis, Missouri, for the premier professional development event in career and technical education (CTE). The Association for Career and Technical Education (ACTE) held its Annual Convention and Career Tech Expo November 17-19, bringing together teachers,…

Vocational Behavior, 1988: A Critical Analysis.

ERIC Educational Resources Information Center

Fitzgerald, Louise F.; Rounds, James B.

1989-01-01

Presents fourteenth annual review of professional literature on vocational behavior. Looks at several substantive areas of research: vocational choice, career development, decision making, interventions on career development and productivity, job search, industrial/organizational measurement issues, personnel issues, adjustment and development in…

Progression in Physical Education Teachers' Career-Long Professional Learning: Conceptual and Practical Concerns

ERIC Educational Resources Information Center

Armour, Kathleen; Makopoulou, Kyriaki; Chambers, Fiona

2012-01-01

This paper considers the issue of learning "progression" in pedagogy for physical education (PE) teachers in their career-long professional development (CPD). This issue arose from an analysis of findings from three research projects in which the authors were involved. The projects were undertaken in different national contexts (Ireland,…

Professional Aspirations among Pre-Service Teachers: Personal Responsibility, Time Perspectives, and Career Choice Satisfaction

ERIC Educational Resources Information Center

Eren, Altay

2017-01-01

Exploring the direct and indirect effects of pre-service teachers' sense of personal responsibility on their professional aspirations through affective (i.e., career choice satisfaction) and cognitive (i.e., time perspectives) variables may enable teacher educators and policy makers to better describe the factors influencing teacher development in…

Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning

ERIC Educational Resources Information Center

Locke, William

2014-01-01

This Higher Education Academy (HEA) commissioned report provides a brief review of literature focusing on the changing nature of academic careers in the higher education sector, including any shift towards "teaching only" contracts. It also identifies key issues in terms of teaching and learning, continuing professional development and…

Overcoming the glass ceiling: views from the cellar and the roof.

PubMed

McCrady, Barbara S

2012-12-01

Women's experiences as professionals and behavior therapists have changed considerably in the past 40 years. The author describes early challenges and experiences of discrimination as a young female professional. Although women's opportunities have improved considerably, women still experience unique career challenges and choices. The author provides some suggestions for women's career development.

The New FARM Program: A Model for Supporting Diverse Emerging Farmers and Early-Career Extension Professionals

ERIC Educational Resources Information Center

Sirrine, J. R.; Eschbach, Cheryl L.; Lizotte, Erin; Rothwell, N. L.

2016-01-01

As early-career Extension educators challenged by societal, structural, agricultural, and fiscal trends, we designed a multiyear educational program to support the diverse needs of emerging specialty crop producers in northwest Michigan. This article presents outcomes of that program. We explore how Extension professionals can develop impactful…

Beyond Knowledge and Skills: Rethinking the Development of Professional Identity during the STEM Doctorate

ERIC Educational Resources Information Center

Hancock, Sally; Walsh, Elaine

2016-01-01

The science, technology, engineering, mathematics (STEM) doctorate is the established entry qualification for a scientific research career. However, contemporary STEM doctoral graduates assume increasingly diverse professional paths, with many forging non-academic careers. Using the UK as an example, the authors suggest that the STEM PhD fails to…

Preparing Elementary School Counselors to Promote Career Development: Recommendations for School Counselor Education Programs

ERIC Educational Resources Information Center

Knight, Jasmine L.

2015-01-01

Career development at the elementary level is an important developmental function to ensure all students graduate college and career ready. However, the training and continuing education needs of elementary school counselors have been largely ignored in the professional literature and in training programs. This article explores the theoretical and…

"The Career Development Quarterly": A Centennial Retrospective

ERIC Educational Resources Information Center

Savickas, Mark L.; Pope, Mark; Niles, Spencer G.

2011-01-01

"The Career Development Quarterly" has been the premier journal in the field of vocational guidance and career intervention since its inception 100 years ago. To celebrate its centennial, 3 former editors trace its evolution from a modest and occasional newsletter to its current status as a major professional journal. They recount its history of…

Professional Development Activities of Medical Technologists: Management Implications for Allied Health.

ERIC Educational Resources Information Center

Summers, Stephanie H.; Blau, Gary; Ward-Cook, Kory

2000-01-01

Early career medical technologists (n=392) were surveyed in 1994 and 1997. They participated in both scholarly and administrative types of professional development; both types increased over time. Distinct types of professional development opportunities were recommended. (Contains 32 references.) (SK)

Professional Military Education for Life (PME4L)

DTIC Science & Technology

2014-12-08

The Air Force embracing a continuous educational model which integrates CPE concepts in order to persistently develop professional Airmen, engages...exposure to new ideas and career fields. Due to PME’s importance in an Airman’s career development, PME should be a continuous process with the...current PME courses as anchors. PME4L complements traditional Air Force PME and invests in Airmen at all levels. This paper presents a Continuous

[Gender and career paths of female primary care physicians in Andalusia, Spain, at the beginning of 21st century].

PubMed

Saletti-Cuesta, Lorena; Delgado, Ana; Ortiz-Gómez, Teresa

2014-12-01

The purpose of this article was to study, from a feminist perspective, the diversity and homogeneity in the career paths of female primary care physicians from Andalusia, Spain in the early 21st century, by analyzing the meanings they give to their careers and the influence of personal, family and professional factors. We conducted a qualitative study with six discussion groups. Thirty-two female primary care physicians working in urban health centers of the public health system of Andalusia participated in the study. The discourse analysis revealed that most of the female physicians did not plan for professional goals and, when they did plan for them, the goals were intertwined with family needs. Consequently, their career paths were discontinuous. In contrast, career paths oriented towards professional development and the conscious planning of goals were more common among the female doctors acting as directors of health care centers.

On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

2015-12-01

Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this career-focused graduate seminar, students and post-docs explore a range of career paths, identify and build skills, prepare application materials, and develop a class project around their professional development interests (Guannel et al, 2014).

Professional "Development" and Professional "Learning": Bridging the Gap for Experienced Physical Education Teachers

ERIC Educational Resources Information Center

Armour, Kathleen M.; Yelling, Martin

2004-01-01

This article analyses the career-long continuing professional development (CPD) of 85 experienced physical education (PE) teachers in England. Data were collected using semi-structured interviews (20 teachers) and open-ended profile questionnaires (a further 65 teachers) to find out what forms of professional development these teachers had…

Merely a stepping stone? Professional identity and career prospects following postgraduate mental health nurse training.

PubMed

McCrae, N; Askey-Jones, S; Laker, C

2014-01-01

Accelerated mental health nurse training attracts talented graduates, many with a psychology degree. Our study shows that such trainees feel incompatible with the nursing culture. Consequently, professional identification is inhibited, and on qualifying these nurses may choose to develop their careers elsewhere. Nurse educators and mentors should pay greater attention to nurturing a positive professional identity in trainees. Alongside their attainment of knowledge and skills, nursing trainees are moulded by a professional culture and inculcated to norms of beliefs and behaviour. The process of professional identification may be inhibited by accelerated nurse training and an influx of psychology graduates potentially using mental health nursing qualification as a springboard to other career opportunities. This study explored facilitators and barriers to professional identification in newly qualified nurses of accelerated postgraduate training. Qualitative interviews were conducted with 10 nurses who had recently completed a postgraduate diploma in mental health nursing at King's College London. Participants identified more with the mental health field than with the broader profession of nursing. They defined their practice in terms of values rather than skills and found difficulty in articulating a distinct role for mental health nursing. Although participants had found experience in training and as a registered practitioner rewarding, they were concerned that nursing may not fulfil their aspirations. Professional identity is likely to be a major factor in satisfaction and retention of nurses. Training and continuing professional development should promote career advancement within clinical nursing practice. © 2014 John Wiley & Sons Ltd.

Evaluation through research of a three-track career ladder program for registered nurses.

PubMed

Korman, Carol; Eliades, Aris Beoglos

2010-01-01

A descriptive study design was employed to survey registered nurse participants in a career ladder program comprising of three tracks: clinical, education, and management. Findings indicate that participation allows nurses of varying education preparation and roles to demonstrate professional development. Implications for staff development include efficacy of the online survey technique, provision of a reliable tool to evaluate a career ladder, and evaluation of a career ladder that includes the staff development educator.

Understanding Undergraduate Professional Development Engagement and Its Impact

ERIC Educational Resources Information Center

Blau, Gary; Snell, Corinne M.

2013-01-01

Professional Development Engagement (PDE) is defined as "the level of undergraduate engagement in professional development." It reflects career-related work preparation for "life after college" and is a distinct externally-focused component of student engagement (SE). The increased college retention and subsequent job placement…

Microcomputers: Applications in Career Counseling and Career Education.

ERIC Educational Resources Information Center

Lambert, Roger, Ed.; Rodenstein, Judith, Ed.

This handbook was designed to help counselors and career development personnel to adopt and adapt to using microcomputers. The 18 papers included in the handbook were written by a cross section of career and counseling professionals as well as experts in microcomputer applications. In the first section of the handbook, the authors examine the…

Conversations about Careers: Engaging Students in and out of the Classroom

ERIC Educational Resources Information Center

Schwartz, Beth M.; Gregg, Virginia R.; McKee, Mark

2018-01-01

Providing career preparation for our students continues to be a focus for faculty, departments, and institutions. Professional development is most effective when accessible to students in a number of ways. This article presents how career preparation can be incorporated in advising, through programming and assessment in a career center, and in the…

The Future LGBT Health Professional: Perspectives on Career and Personal Mentorship.

PubMed

Sánchez, Nelson F; Callahan, Edward; Brewster, Cheryl; Poll-Hunter, Norma; Sánchez, John Paul

2018-04-01

Mentorship is a critical factor contributing to career success. There is limited research on the quality of mentoring relationships for LGBT health professionals. This study explores facilitators of, obstacles to, and strategies for successful mentorship for LGBT health professional trainees. We applied a convenience sampling strategy to collect quantitative and qualitative data among LGBT health professional trainees. The authors identified trends in data using bivariate analyses and Consensual Qualitative Research methods. Seventy-five LGBT trainees completed surveys and a subset of 23 survey respondents also participated in three focus groups. Among survey participants, 100% identified along the queer spectrum; 10.7% identified along the trans spectrum; 36.0% identified as a racial or ethnic minority; and 61.3% were in MD/DO-granting programs. Eighty-eight percent of trainees reported working with at least one mentor and 48.5% of trainees had at least one mentor of the same sexual orientation. Seventy-two percent of trainees endorsed the importance of having an LGBT-identified mentor for personal development. Qualitative data showed that trainees valued such a mentor for positive role modeling and shared understanding of experiences. Fifty-nine percent of trainees felt it was important to have an LGBT-identified mentor for career development. LGBT peer networking and LGBT-related professional advice were cited as unique benefits in the qualitative findings. LGBT health professional trainees have unique personal and career development needs that may benefit from LGBT mentorship. Academic health centers that facilitate LGBT mentorship could enhance LGBT health trainees' academic productivity and personal development.

How do doctors choose where they want to work? - motives for choice of current workplace among physicians registered in Finland 1977-2006.

PubMed

Heikkilä, Teppo Juhani; Hyppölä, Harri; Aine, Tiina; Halila, Hannu; Vänskä, Jukka; Kujala, Santero; Virjo, Irma; Mattila, Kari

2014-02-01

Though there are a number of studies investigating the career choices of physicians, there are only few concerning doctors' choices of workplace. A random sample (N=7758) of physicians licensed in Finland during the years 1977-2006 was surveyed. Respondents were asked: "To what extent did the following motives affect your choice of your current workplace?" Respondents were grouped based on several background variables. The groups were used as independent variables in univariate analysis of covariance (ANCOVA). The factors Good workplace, Career and professional development, Non-work related issues, Personal contacts and Salary were formed and used as dependent variables. There were significant differences between groups of physicians, especially in terms of gender, working sector and specialties. The association of Good workplace, Career and professional development, and Non-work related issues with the choice of a workplace significantly decreased with age. Female physicians were more concerned with Career and professional development and Non-work related issues. Since more females are entering the medical profession and there is an ongoing change of generations, health care organizations and policy makers need to develop a new philosophy in order to attract physicians. This will need to include more human-centric management and leadership, better possibilities for continuous professional development, and more personalized working arrangements depending on physician's personal motives. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Evolving Jobs and Nonteaching Professional Staff in Universities: An Alternative Perspective on Career Mobility Processes. Final Project Report.

ERIC Educational Resources Information Center

Estler, Suzanne E.

Three technical reports and abstracts of colloquium papers are presented as part of a research project concerning the specification and testing of alternative models of intraorganizational career mobility among nonteaching professionals in universities. This project phase involved: the development of a model of evolving jobs as an alternative to…

Masks as Self-Study. Challenging and Sustaining Teachers' Personal and Professional Personae in Early-Mid Career Life Phases

ERIC Educational Resources Information Center

Leitch, Ruth

2010-01-01

Drawing on previous research identifying how teachers' capacities to sustain their effectiveness in different phases of their professional lives are affected positively and/or negatively by their sense of identity, this paper illuminates three early-mid career teachers' self-study inquiries, centring on mask work. The creative development of…

Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study.

PubMed

Skela-Savič, Brigita; Kiger, Alice

2015-10-01

Providing adequate training for mentors, fostering a positive mentorship culture and establishing the necessary operational procedures for ensuring mentorship quality are the keys to effective clinical mentoring of nursing students. The purpose of the research was to explain different dimensions of clinical mentors' professional development and their capability of developing ethical values in nursing students. A non-experimental quantitative research design was employed. Data were collected by means of a questionnaire administered to the population of clinical mentors (N=143). The total number of questions was 36. Descriptive statistics were used, and bivariate analysis, factor analysis, correlation analysis and linear regression analysis were performed. The professional development of clinical nurse mentors was explained (R(2)=0.256) by career advancement (p=0.000), research and learning (p=0.024) and having a career development plan (p=0.043). Increased professional self-confidence (R(2)=0.188) was explained by career advancement (p=0.000) and the time engaged in record keeping (p=0.028). Responsibility for the development of ethical values in nursing students (R(2)=0.145) was explained by the respondents' level of education (p=0.020) and research and learning (p=0.024). Applying ethical principles and norms into practice (R(2)=0.212) was explained by self-assessed knowledge in ethics (p=0.037) and research and learning (p=0.044). Clinical nurse mentors tended to lack a career development plan, had low work time spent on research and insufficiently participated in education and training activities, which turned out to be significant explanatory factors of their professional development and their capability of developing ethical values in nursing students. The research showed that nursing and higher education managers often failed to assume responsibility for the professional development of clinical nurse mentors. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Parsimonious Instrument for Predicting Students' Intent to Pursue a Sales Career: Scale Development and Validation

ERIC Educational Resources Information Center

Peltier, James W.; Cummins, Shannon; Pomirleanu, Nadia; Cross, James; Simon, Rob

2014-01-01

Students' desire and intention to pursue a career in sales continue to lag behind industry demand for sales professionals. This article develops and validates a reliable and parsimonious scale for measuring and predicting student intention to pursue a selling career. The instrument advances previous scales in three ways. The instrument is…

Making Sense of Women as Career Self-Agents: Implications for Human Resource Development

ERIC Educational Resources Information Center

Shapiro, Mary; Ingols, Cynthia; O'Neill, Regina; Blake-Beard, Stacy

2009-01-01

In this article, we explore the shifting career paradigm of managerial women in the United States, what it may indicate for the broader professional workforce, and human resource development's (HRD's) role in supporting that change. We examine the literature on evolving career definitions, women's place in that evolution, the rising use of…

Teaching of students technology early professional orientation of schoolchildren

NASA Astrophysics Data System (ADS)

Gilmanshina, S. I.; Sagitova, R. N.; Gilmanshin, I. R.; Kamaleeva, A. R.

2017-09-01

The necessity of early professional orientation of schoolchildren on the engineering profession and a new type of teacher was proved. Theoretically substantiated and experimentally tested pedagogical conditions of training of students - future teachers of technology early professional orientation of schoolchildren in the system of university preparation of teacher of a new type. This development of courses of special disciplines, aimed at developing of future teachers of readiness for early career guidance activities; development of interactive group projects for schoolchildren of different age groups (including primary school), expanding their understanding of the world of professions; practical testing of career guidance projects dealing with children’s audience.

Graduate Student-Run Course Framework for Comprehensive Professional Development

ERIC Educational Resources Information Center

Needelman, Brian A.; Ruppert, David E.

2006-01-01

Comprehensive professional development is rarely offered to graduate students, yet would assist students to obtain employment and prosper in their careers. Our objective was to design a course framework to provide professional development training to graduate students that is comprehensive, minimizes faculty workload, and provides enculturation…

Professional identity, career choices, and working conditions of future and young dentists in Germany - study design and methods of a nationwide comprehensive survey.

PubMed

Kettler, Nele; Frenzel Baudisch, Nicolas; Micheelis, Wolfgang; Klingenberger, David; Jordan, A Rainer

2017-10-18

Little is known regarding young and future dentists' career choices, professional identity, and working conditions in Germany. While the dental healthcare environment and demands in treatment are changing, it remains unclear what job perceptions young dentists have developed at the beginning of their work life and if and how these perceptions change during the subsequent years. The aim of this study was to survey future and young dentists regarding their professional identity, planned career paths, and working conditions and strains to understand career decisions and choices and enable policy makers to include future dentists' views and expectations in their decisions. This study is a longitudinal nationwide survey over a time span of 4 years of dental students and young dentists in Germany and is comprised of three waves. The first wave focuses on dental students in their final year before the state examination and is composed of a qualitative pre-study in the form of focus groups and a quantitative main survey in the form of a questionnaire. The end points were established to analyse (1) the professional identity of the young future dentists; (2) their career paths, preparation for a career, and basic career conditions; and (3) perceived conditions and strains. The aim of the overall survey was to depict the development of these three aspects during the first years of work life. All of the questions were evaluated with a descriptive univariate analysis. The analysed subgroups were grouped according to gender, target working condition (employed/self-employed), and primary socialisation (parents dentists/parents not dentists). To our knowledge, this is the only study which focuses on career choices, professional identity, and working conditions of future and young dentists in Germany. The longitudinal observation provides information that is essential for professional and purposive dental health care planning, and to meet the oral health demands and needs of the German population appropriately over the long term. German Health Services Research Data Bank VfD_Y-Dent_14_003759 .

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network

PubMed Central

Bazzi, Angela R.; Mogro-Wilson, Cristina; Negi, Nalini Junko; Gonzalez, Jennifer M. Reingle; Cano, Miguel Ángel; Castro, Yessenia; Cepeda, Alice

2017-01-01

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities. PMID:28804254

Evaluating Dual Career Guidance Programs for High School and College Students. Final Report. Project No. 2-2F11 from July 1, 1981 to June 30, 1982.

ERIC Educational Resources Information Center

Amatea, Ellen S.; Cross, E. Gail

The Dual Career Guidance Project is a career guidance development project to design materials and models for professionals to use in assisting young men and women to develop awareness of and skills in managing a dual worker/career life style. The specific objectives of the project were to design and implement field test evaluation strategies for…

Ohio's Career Continuum: Family Life, Motivation, Orientation, Exploration, Vocational Training or Pre-Professional Training, Adult, Technical and Collegiate Training. Career Orientation Program, Grades 7-8. Development Component. Individual Discipline Cluster.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus.

Skills to be developed by junior high school students (grades 7-8) along with activities and procedures for achieving desired performance objectives for each of the 15 U.S. Office of Education (USOE) occupational clusters are outlined in this career orientation guide, designed to implement the second phase (career orientation) of Ohio's…

AGU Pathfinder: Career and Professional Development Resources for Earth and Space Scientists

NASA Astrophysics Data System (ADS)

Harwell, D. E.; Asher, P. M.; Hankin, E. R.; Janick, N. G.; Marasco, L.

2017-12-01

The American Geophysical Union (AGU) is committed to inspiring and educating present and future generations of diverse, innovative, and creative Earth and space scientists. To meet our commitment, AGU provides career and educational resources, webinars, mentoring, and support for students and professionals at each level of development to reduce barriers to achievement and to promote professional advancement. AGU is also working with other organizations and educational institutions to collaborate on projects benefiting the greater geoscience community. The presentation will include an overview of current Pathfinder efforts, collaborative efforts, and an appeal for additional partnerships.

Early Career Professional Development Issues for Military Academic Psychiatrists

ERIC Educational Resources Information Center

Warner, Christopher H.; Bobo, William V.; Flynn, Julianne

2005-01-01

Objective: Academically motivated graduates of military psychiatric residency programs confront serious challenges. Method: In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for…

Standards and Professional Development

ERIC Educational Resources Information Center

Zengler, Cynthia J.

2017-01-01

The purpose of this paper is to describe the professional development that has taken place in conjunction with Ohio adopting the College and Career Readiness (CCR) Standards. The professional development (PD) has changed over time to include not only training on the new standards and lesson plans but training on the concepts defined in the…

Association of Polar Early Career Scientists: a model for experiential learning in professional development for students and early career researchers

NASA Astrophysics Data System (ADS)

Bradley, A. C.; Hindshaw, R. S.; Fugmann, G.; Mariash, H.

2016-12-01

The Association of Polar Early Career Scientists was established by early career researchers during the 2007-2008 International Polar Year as an organization for early career researchers in the polar and cryospheric sciences. APECS works to promote early career researchers through soft-skills training in both research and outreach activities, through advocating for including early career researchers in all levels of the scientific process and scientific management, and through supporting a world-wide network of researchers in varied fields. APECS is lead by early career researchers; this self-driven model has proved to be an effective means for developing the leadership, management, and communication skills that are essential in the sciences, and has shown to be sustainable even in a community where frequent turn-over is inherent to the members. Since its inception, APECS has reached over 5,500 members in more than 80 countries, and we have placed more than 50 early career researchers on working groups and steering committees with organizations around the world in the last two years alone. The close partnerships that APECS has with national and international organizations exposes members to both academic and alternative career paths, including those at the science-policy interface. This paper describes APECS's approach to experiential learning in professional development and the best practices identified over our nearly ten years as an organization.

Career Anchors: A New Concept in Career Development for the Professional Educator.

ERIC Educational Resources Information Center

DeLong, Thomas J.

Created by Dr. Edgar Schein of the Massachusetts Institute of Technology (MIT), the career anchor model suggests that certain motivational/talent/value drives, formed through work experience, function to guide and constrain entire careers; and that such anchors are the source of stability that permits growth and change in other areas. The concept…

Developing a Client Base for Career Counseling Services.

ERIC Educational Resources Information Center

Werbel, James D.

1988-01-01

The author discusses how to attract clients to a career counseling practice. Topics covered include establishing referral networks with other human resources professionals and using direct marketing. (CH)

Capitalizing on Social Media for Career Development.

PubMed

Escoffery, Cam; Kenzig, Melissa; Hyden, Christel; Hernandez, Kristen

2018-01-01

Social media is powerful and has effective tools for career advancement. Health promotion professionals at all stages of their career can employ social media to develop their profile, network with a range of colleagues, and learn about jobs and other career-enhancing opportunities. This article focuses on several social media resources, describes their key functions for career development, and offers strategies for effective use. Steps in using social media include creating a personal profile, sharing products such as newsletters or publications, and locating volunteer and job opportunities. Learning skills to use social media effectively is important to advancing careers and to the expansion of the public health workforce.

What are the factors that affect band 5 nurses' career development and progression?

PubMed

Balls, Paula

Continuing professional development (CPD) and career progression opportunities have been linked with job satisfaction and intent to remain in nursing. To provide an insight into band 5 registered nurses' perceptions of development opportunities and their ability to change posts. A hermeneutic phenomenological approach was used, collecting data through semi structured interviews with six RNs. Seven themes emerged, including the thirst for knowledge and the importance of structured learning and career advice. Barriers to career development were perceived as the working environment and the trust not enabling and facilitating development through funding and release time. Ward and team culture can inhibit career development and progression by failing to nurture staff and promote self confidence. In addition, organisational changes can facilitate career mobility.

Teacher Development during Advanced Master's Coursework and Impact on Their Learning 1 Year Later

ERIC Educational Resources Information Center

Banville, Dominique; White, C. Stephen; Fox, Rebecca K.

2014-01-01

Research related to professional development opportunities available to physical education teachers is scarce; what is known shows that career-long professional development opportunities are often limited in scope and are sometimes ineffective or inappropriate (Armour, 2010). Meaningful professional development is critical for teachers if they are…

Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies.

ERIC Educational Resources Information Center

Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert

2000-01-01

Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD)

Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

PubMed

Pool, Inge A; Poell, Rob F; Berings, Marjolein G M C; ten Cate, Olle

2015-05-01

A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change. Nevertheless, little is known about nurses' continuing professional development strategies in different age groups. To explore continuing professional development strategies among younger, middle-aged, and older nurses. A qualitative study using semi-structured interviews, from a biographical perspective. Data were analysed using a vertical process aimed at creating individual learning biographies, and a horizontal process directed at discovering differences and similarities between age groups. Twenty-one nurses in three age groups from general and academic hospitals in the Netherlands. In all age groups, daily work was an important trigger for professional development on the ward. Performing extra or new tasks appeared to be an additional trigger for undertaking learning activities external to the ward. Learning experiences in nurses' private lives also contributed to their continuing professional development. Besides these similarities, the data revealed differences in career stages and private lives, which appeared to be related to differences in continuing professional development strategy; 'gaining experience and building a career' held particularly true among younger nurses, 'work-life balance' and 'keeping work interesting and varied' to middle-aged nurses, and 'consistency at work' to older nurses. Professional development strategies can aim at performing daily patient care, extra tasks and other roles. Age differences in these strategies appear to relate to tenure, perspectives on the future, and situations at home. These insights could help hospitals to orientate continuing professional development approaches toward the needs of all age groups. This should be particularly relevant in the face of present demographic changes in the nursing workforce. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Relationship between Professional Development Engagement and Career Decision Making Self-Efficacy, and Athletic Identity in College Students vs. College Student Athletes

ERIC Educational Resources Information Center

Janosko, Ashley Erin

2018-01-01

There has been limited research that focuses on Division III college student athletes and the career development process. Although previous researchers have studied the relationship between athletic identity and career decision making self-efficacy (CDMSE) among college student athletes, results have been inconsistent, with different researchers…

Career Development and Creative Arts Students: An Investigation into the Effectiveness of Career Theory and WIL Experiences on Practice

ERIC Educational Resources Information Center

Daniel, Ryan

2010-01-01

This case study focuses on the implementation of a professional studies subject at a regional Australian institution of higher education. This subject, established in order to foster the development of links to graduate destinations, creative networks and employment outcomes, involves a curriculum that is underpinned by several career theories.…

Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

ERIC Educational Resources Information Center

Mantei, Jessica; Kervin, Lisa

2011-01-01

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

The Role of Organizational Culture on and Career Stages of Faculty

ERIC Educational Resources Information Center

Lumpkin, Angela

2014-01-01

The careers of faculty members pass through transitional stages, during which they may receive mentoring; develop competence; fulfill their institutionally specific responsibilities in teaching, research, and service; achieve career aspirations; and, hopefully, maintain enthusiasm for and commitment to their professional endeavors. The importance…

A Leap in Faith: Overnight Professionals.

ERIC Educational Resources Information Center

Yielder, Jill

1998-01-01

Interviews with 10 new and 16 senior medical radiation technologists highlighted discrepancies between technical competence as measured by licensing boards and professionalism. Continuing professional education, especially at the beginning of the career, is needed to develop professional expertise and lifelong learning habits. (SK)

Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students.

PubMed

Wang, Jingxia; Guo, Rui; Liu, Minhui; Zhang, Xiaofei; Ren, Lu; Sun, Mei; Tang, Siyuan

2018-03-01

Developing countries face a shortage of nurses with higher education, such as those with a master's degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.

Professionalism in Career Guidance and Counselling--How Professional Do Trainee Career Practitioners Feel at the End of a Postgraduate Programme of Study?

ERIC Educational Resources Information Center

Allan, Graham; Moffett, Janet

2016-01-01

This paper explores the extent to which students on a vocational postgraduate programme identify with characteristics and competences that define a professional career guidance and counselling practitioner. Literature suggests professionalism in careers work is characterised by a focus on the needs of the client with the practitioner in a…

Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

PubMed

Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

2013-01-01

Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students.

Career Portfolios: Helping Beginning Teachers Help Themselves.

ERIC Educational Resources Information Center

Follo, Eric

Career portfolios can help beginning teachers land their first job and facilitate a teacher's professional growth as they develop in their career. A portfolio in this context is a collection of print, pictorial, and audio and video data that documents the candidate's experiences and training. Early in training, prospective teachers should decide…

Sustaining the Self: Implications for the Development of Career Practitioners' Professional Identity

ERIC Educational Resources Information Center

Douglas, Fiona

2010-01-01

Increasing interest by national and international agencies affects the environment career practitioners work in. Market-driven systems, deregulation and technological innovation change how people access services. This article examines some of the implications of these aspects on how career practitioners build their occupational identity, finding…

Beyond Traditional School-Based Teacher Induction

ERIC Educational Resources Information Center

Surrette, Timothy N.

2016-01-01

A challenge for public schools is to successfully support and professionally develop early career teachers and thereby prepare them for long and successful careers in education. Multiple studies have indicated high levels of turnover in the profession of teaching, especially during the beginning years in a teachers career. The purpose of this…

A Study of Motherhood and Perceived Career Satisfaction of Women in Student Affairs

ERIC Educational Resources Information Center

Snyder, Kacee Ferrell

2011-01-01

There is limited research available on the relationship between motherhood and career satisfaction. This dissertation examined women who worked as student affairs professionals to develop a greater understanding of the relationship between motherhood and career satisfaction. The following research questions were addressed: Is there a difference…

Women in Leadership: Living with the Constraints of the Glass Ceiling.

ERIC Educational Resources Information Center

Clark, M. Carolyn; Caffarella, Rosemary S.; Ingram, Peggy B.

1999-01-01

Explores how women managers construct their career paths, how they negotiate the demands of their professional and personal lives, and how being a woman impacts career development. Results indicate very little gender awareness among the women interviewed despite the experiences of gender discrimination experienced in their careers. (GCP)

Paving the Pathway: Exploring Student Perceptions of Professional Development Preparation in Doctoral Education

ERIC Educational Resources Information Center

Heflinger, Craig Anne; Doykos, Bernadette

2016-01-01

The breadth of doctoral education has expanded to include professional development activities in order to prepare students for academic and nonacademic careers. This mixed methods study focused on students' perceptions of professional development opportunities at a Research One university. The findings suggest that most students feel prepared in…

Professional Development: Implications for Illinois Career and Technical Education Teachers

ERIC Educational Resources Information Center

Drage, Karen

2010-01-01

Teacher turnover inhibits student achievement, and professional development can reduce the onset of teachers leaving the profession (The Center for Comprehensive School, 2007). No Child Left Behind and the new Perkins Act have redefined teacher professional development. In Illinois, according to the Illinois State Board of Education (n.d.),…

Drivers of Engagement in Professional Development Activity: A Study of Undergraduate Business Majors

ERIC Educational Resources Information Center

Snell, Corinne M.

2012-01-01

Since college and university students typically vary in their utilization of student services and resources, the variance in undergraduate business student engagement levels in professional development activity was explored by this quantitative study. Professional development is defined as career-related preparation of students for entry into the…

Electronic Continuous Professional Development (E-CPD) for Teachers: Bridging the Gap between Knowledge and Application

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Yusop, Farah Dina; Halili, Siti Hajar; Chukumaran, Sri Raman

2015-01-01

The continuing professional development (CPD) is a concerted effort to ensure the educational service officers equip themselves with professional knowledge, skill, values and practices of teachers through in-service training programs organized based on competency development, lifelong learning and career path. Nonetheless, educators do not only…

Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors.

PubMed

de Lasson, Lydia; Just, Eva; Stegeager, Nikolaj; Malling, Bente

2016-06-24

The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants' professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained through observations, open-ended questionnaires and interviews. A generic thematic analysis was applied. Forty-five doctors participated in six coaching groups. The three main themes emerging in the sessions were: Adoption to medical culture, career planning, and work/life-balance. The junior doctors found the coaching intervention highly useful in order to cope with these challenges. Furthermore, the group was a forum where the junior doctors could share thoughts and feelings with colleagues without being afraid that this would endanger their professional career. Many found new ways to respond to everyday challenges mainly through a new awareness of patterns of thinking and feeling. The participants found that the group-coaching course supported their professional identity formation (thinking, feeling and acting as a doctor), adoption to medical culture, career planning and managing a healthy work/life-balance. Further studies in different contexts are recommended as well as studies using other methods to test the results of this qualitative study.

An Investigation of Early Career Teachers' Perceptions of Professional Development Opportunities and Career Advancement for Teachers in Rural and Remote Queensland

ERIC Educational Resources Information Center

Motley, Emma; Rossi, Tony; King, Sheila

2005-01-01

It is generally accepted that to live and work in the remote regions of Australia requires specific skills and expertise to accommodate the shifting demands of outback life. For professionals assigned to such areas by employing bodies, this is particularly the case, and teachers are no exception. In addition to such personal attributes,…

Final Report National Laboratory Professional Development Workshop for Underrepresented Participants

DOE Office of Scientific and Technical Information (OSTI.GOV)

Taylor, Valerie

The 2013 CMD-IT National Laboratories Professional Development Workshop for Underrepresented Participants (CMD-IT NLPDev 2013) was held at the Oak Ridge National Laboratory campus in Oak Ridge, TN. from June 13 - 14, 2013. Sponsored by the Department of Energy (DOE) Advanced Scientific Computing Research Program, the primary goal of these workshops is to provide information about career opportunities in computational science at the various national laboratories and to mentor the underrepresented participants through community building and expert presentations focused on career success. This second annual workshop offered sessions to facilitate career advancement and, in particular, the strategies and resources neededmore » to be successful at the national laboratories.« less

Development and Evaluation of a Success Index for Professionals in Postgraduate Training Programs

DTIC Science & Technology

1993-02-26

15 Predicting Success among Program Participants .... ......... .. 16 AEGD Success and Career Success .......... ................ .. 16...10), and general career success (8). Hough applied the principle of behavioral consistency and aspects of the biographical inventory to develop and...the opportunity to evaluate how measures of success in AEGD translate into career success . The 90 AERs were reviewed by two experienced senior dental

NATCON Papers, 1996 = Les Actes du CONAT [1996].

ERIC Educational Resources Information Center

National Consultation on Career Development (NATCON), Toronto (Ontario).

These papers, a portion of which are written in French, address a number of issues in education and development. The topics covered include pedagogical suggestions, self-direction in professional development, values assessment, building career transitions, career services, communicating in tomorrow's workplace, community-based training, personal…

Career Paths, Images and Anchors: A Study with Brazilian Professionals

ERIC Educational Resources Information Center

Kilimnik, Zelia Miranda; de Oliveira, Luiz Claudio Vieira; Sant'anna, Anderson De Souza; Barros, Delba Teixeira Rodrigues

2011-01-01

This article analyses career anchors changes associated to images and professionals trajectories. Its main question: Do anchors careers change through time? We conducted twelve interviews involving professionals from the Administration Area, applying Schein's Career Anchors Inventory (1993). We did the same two years later. In both of them, the…

Career satisfaction and burnout among U.S. neurosurgeons: a feasibility and pilot study.

PubMed

Klimo, Paul; DeCuypere, Michael; Ragel, Brian T; McCartney, Shirley; Couldwell, William T; Boop, Frederick A

2013-11-01

Neurosurgery is a challenging and stressful field. Excessive stress and professional dissatisfaction can lead to medical errors, negatively impact patient care, and cause physician burnout. Our objective is to develop and critically evaluate a survey measuring professional stress and satisfaction and to obtain preliminary data on sources and degree of stress and the prevalence of burnout among American neurosurgeons. A 107-item questionnaire was developed and sent to 169 American neurosurgeons to evaluate career satisfaction and stressors, quality of professional life, and burnout. Participants were also asked about the survey itself. Most variables were evaluated using the Likert-type scale. Burnout was measured using the validated Maslach Burnout Inventory. The 85 (50%) respondents were typically male, full-time, board-certified neurosurgeons. Ninety-five percent were satisfied as neurosurgeons (73% very satisfied). Most (88%) would choose neurosurgery again as a career, but only 55% would recommend it to a child. Low salary/income, low collections/billing, and uncertainty regarding future earnings/health care reform were reported as stressful factors by the majority of participants. Compared with published norms, the median scores were lower for emotional exhaustion and depersonalization and higher for personal accomplishment. The burnout rate was 27%. Our survey was well received and, according to respondents, encompassed the major issues associated with career stress, satisfaction, and burnout but needs to be shortened. Respondents were generally satisfied with their career but identified several major stressors. A larger study to identify predictors of career satisfaction/dissatisfaction will help generate dialogue on improving the quality of professional life for neurosurgeons. Copyright © 2013 Elsevier Inc. All rights reserved.

Professional Competence Enhancement via Postgraduate Post-Experience Learning and Development

ERIC Educational Resources Information Center

Chivers, Geoffrey

2007-01-01

Purpose: The purpose of this paper is to determine the ways in which postgraduate study in vocational fields supports the development of advanced competences amongst mid-career professionals. Design/methodology/approach: The extensive written communications between health and safety professionals taking a postgraduate course in health and safety…

The Development of Competent Marketing Professionals

ERIC Educational Resources Information Center

Walker, Ian; Tsarenko, Yelena; Wagstaff, Peter; Powell, Irene; Steel, Marion; Brace-Govan, Jan

2009-01-01

The process of transition from university undergraduate to business professional is a crucial stage in the development of a business career. This study examines both graduate and employer perspectives on the essential skills and knowledge needed by marketing professionals to successfully perform their roles. From in-depth interviews with 14…

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty

PubMed Central

Cifra, Christina L.; Balikai, Shilpa S.; Murtha, Tanya D.; Hsu, Benson; Riley, Carley L.

2016-01-01

Objective To determine the perceptions of current pediatric critical care medicine (PCCM) fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Design Web-based cross-sectional survey open from September to November 2015. Setting Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs. Participants PCCM fellows (2nd year or higher) and junior faculty (within 5 years of completing a PCCM fellowship program). Interventions None. Measurements and Main Results There were 129 respondents to the survey, representing 63% of ACGME-accredited PCCM fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly half (49%) of respondents reported that their PCCM fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (non-academic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal PCCM position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to PCCM career development that is sponsored by a national professional organization. Conclusions Most PCCM fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (non-academic) and administrative tracks. Fellows were uncertain regarding future PCCM employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in PCCM. PMID:28198755

Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

PubMed Central

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. PMID:27587858

Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

NASA Astrophysics Data System (ADS)

Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

2014-12-01

Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

Career choice, pathways and continuing professional development of dental nurses at one institution.

PubMed

Durkan, C; Belsi, A; Johnson, R; Gallagher, J

2012-07-27

To explore the career pathways and continuing professional development of dental nurses employed at one institution relative to the scope of practice. A questionnaire exploring career pathways and continuing professional development of dental nurses was compiled and delivered to clinical departments. Responses were entered onto SPSS v17 for analysis. Ninety-eight percent (n = 64) of available nurses responded to the questionnaire survey. Eighty percent (n = 51) of the dental nurses were aged between 25 and 44 years, and 95% (n = 61) were female. The ethnicity of the workforce varied; 58% (n = 37) were White and this consequently constituted the largest ethnic group in the workforce. The dental nurses reported that they chose their profession for a wide variety of reasons, the most common one being the opportunity to progress in the dental sector. Before commencing training 38% (n = 24) were aware of their options for progression; this increased subsequent to training with between 55% (n = 35) and 66% (n = 42), depending on the option, stating that they were aware of their options for progression. Eighty-three percent (n = 53) were trained in an additional skill and all of those who were not (n = 11) stated that they would like this training. Conscious sedation was the most frequently possessed additional skill and radiography was the additional skill in which the highest proportion would like to be trained. Personal satisfaction was the most significant factor affecting the willingness of the workforce to pursue career progression. The findings suggest that amongst dental nurses employed in one institution there is evidence that the majority benefit from continuing professional development opportunities, possess additional skills and are motivated to further their skills and progress in their careers.

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Valuing Professional Development Components for Emerging Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Cheung, I.

2015-12-01

In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

Graduates "Doing Gender" as Early Career Professionals

ERIC Educational Resources Information Center

Nystrom, Sofia

2010-01-01

Purpose: The purpose of this paper is to explore how early career professionals "do gender" in their new professional context. Specifically, it explores how two groups of graduates, psychologists and political scientists, "do gender" as early career professionals with a particular emphasis on how they acquire legitimacy in…

Employment Guidelines Provide Growth Environment for Engineering Productivity.

ERIC Educational Resources Information Center

Reese, Francis E.

1982-01-01

Discusses the use of "Guidelines to Professional Employment for Engineers and Scientists" at Monsanto Corporation in such areas as continuing education programs, career planning workshops, career redirection programs, and on-the-job development. (JN)

LAUC Seminars on Career Development for Academic Librarians.

ERIC Educational Resources Information Center

Kleingartner, Archie; And Others

During 1976-77, the Berkeley Division of the Librarians Association of the University of California sponsored four seminars on career development for academic librarians. The speakers and their topics were: Archie Kleingartner (Vice President for Academic and Staff Personnel Relations, University of California), "The professional in the…

Developing Career and Employability Skills: A US Case Study.

ERIC Educational Resources Information Center

Zinser, Richard

2003-01-01

Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application…

Developing Interpretive Power in Science Teaching

ERIC Educational Resources Information Center

Rosebery, Ann S.; Warren, Beth; Tucker-Raymond, Eli

2016-01-01

Early career teachers rarely receive sustained support for addressing issues of diversity and equity in their science teaching. This paper reports on design research to create a 30 hour professional development seminar focused on cultivating the interpretive power of early career teachers who teach science to students from historically…

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

ERIC Educational Resources Information Center

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Career Transitions within Organizations: Exploring Connections between Work, Nonwork and Coping Strategies.

ERIC Educational Resources Information Center

Latack, Janina C.

A study examined career transitions within organizations. Developed and evaluated during the study was a model that views career transitions as a stress-coping process influenced by work and non-work factors. Data from organizational records, a questionnaire, and performance ratings were collected for 109 managers and professionals in a…

More Professional Schools Move to Attract Their Alumni to Careers in Public Service.

ERIC Educational Resources Information Center

Greene, Elizabeth

1987-01-01

Loan deferment and forgiveness programs, first developed at the Harvard Law School, are appearing at a variety of institutions. These schools are helping alumni who choose public interest careers to pay off educational loans. Public interest careers include working for schools, hospitals, the government, arts organizations, etc. (MLW)

Career Implications of Doctoral Social Work Student Debt Load

ERIC Educational Resources Information Center

Begun, Audrey L.; Carter, James R.

2017-01-01

Although research has been conducted in other professional disciplines, social work has yet to explore how doctoral student debt load influences career development. This exploratory study surveyed 281 social work doctoral students and recent graduates, 75 BSW and MSW program leaders, and 24 doctoral program leaders about debt load, career choices,…

Integrating Individual Differences in Career Assessment: The Atlas Model of Individual Differences and the Strong Ring

ERIC Educational Resources Information Center

Armstrong, Patrick Ian; Rounds, James

2010-01-01

Career assessment methods often include measures of individual differences constructs, such as interests, personality, abilities, and values. Although many researchers have recently called for the development of integrated models, career counseling professionals have long faced the challenge of integrating this information into their practice. The…

Revisiting and Rewriting Early Career Encounters: Reconstructing One "Identity Defining" Moment

ERIC Educational Resources Information Center

Yoo, Joanne

2011-01-01

There has been much research conducted into the effects of early career experiences on future practice. The research indicates that early career academics are particularly susceptible to burnout, as they are still developing their professional knowledge base, and are therefore more reliant on their theoretical knowledge or idealism to interpret…

Methods for detrending success metrics to account for inflationary and deflationary factors*

NASA Astrophysics Data System (ADS)

Petersen, A. M.; Penner, O.; Stanley, H. E.

2011-01-01

Time-dependent economic, technological, and social factors can artificially inflate or deflate quantitative measures for career success. Here we develop and test a statistical method for normalizing career success metrics across time dependent factors. In particular, this method addresses the long standing question: how do we compare the career achievements of professional athletes from different historical eras? Developing an objective approach will be of particular importance over the next decade as major league baseball (MLB) players from the "steroids era" become eligible for Hall of Fame induction. Some experts are calling for asterisks (*) to be placed next to the career statistics of athletes found guilty of using performance enhancing drugs (PED). Here we address this issue, as well as the general problem of comparing statistics from distinct eras, by detrending the seasonal statistics of professional baseball players. We detrend player statistics by normalizing achievements to seasonal averages, which accounts for changes in relative player ability resulting from a range of factors. Our methods are general, and can be extended to various arenas of competition where time-dependent factors play a key role. For five statistical categories, we compare the probability density function (pdf) of detrended career statistics to the pdf of raw career statistics calculated for all player careers in the 90-year period 1920-2009. We find that the functional form of these pdfs is stationary under detrending. This stationarity implies that the statistical regularity observed in the right-skewed distributions for longevity and success in professional sports arises from both the wide range of intrinsic talent among athletes and the underlying nature of competition. We fit the pdfs for career success by the Gamma distribution in order to calculate objective benchmarks based on extreme statistics which can be used for the identification of extraordinary careers.

The Professional Pipeline for Educational Leadership. A White Paper Developed to Inform the Work of the National Policy Board for Educational Administration

ERIC Educational Resources Information Center

Hitt, Dallas Hambrick; Tucker, Pamela D.; Young, Michelle D.

2012-01-01

The professional pipeline represents a developmental perspective for fostering leadership capacity in schools and districts, from identification of potential talent during the recruitment phase to ensuring career-long learning through professional development. An intentional and mindful approach to supporting the development of educational leaders…

A qualitative exploration of the factors influencing the job satisfaction and career development of physiotherapists in private practice.

PubMed

Davies, J M; Edgar, S; Debenham, J

2016-09-01

The aim of this study was to investigate factors contributing to job satisfaction at different career stages, among private practice physiotherapists in Australia. Qualitative case study design utilising focus groups. Sixteen participants allocated to 3 focus groups: new graduates (n = 6), post graduates (n = 5) and practice owners (n = 5). Focus groups were transcribed verbatim and a thematic analysis was undertaken to determine themes and subthemes from each focus group. The key themes identified within each focus group included the role of peer support and mentoring, professional development, professional relationships, new graduate employment issues and career pathways within private practice. In particular, issues surrounding the new graduate experience in private practice were explored, with all groups noting lack of support and financial pressures were of concern. Findings demonstrated that new graduates are underprepared to work in private practice and modifications to the delivery of peer support, mentoring and professional development is required. Key recommendations include physiotherapy undergraduate program reform to reflect industry requirements in private practice, an increase in private practice clinical placement numbers, as well as streamlining the physiotherapy profession to improve career development pathways. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Factors Determining Professional Career of Females from Different Social Groups: Reflexive Attitude

ERIC Educational Resources Information Center

Peciuliauskiene, Palmira; Barkauskaite, Marija

2011-01-01

This article analyzes the factors determining professional careers of females from different social groups (convict, unemployed and those who achieved successful career). It is decided to classify those factors into two groups: subjective (education and personal qualities); and objective (age and parents' professional career). This article deals…

A professional curriculum vitae will open career doors.

PubMed

Harper, D S

1999-01-01

In today's challenging healthcare environment, it is essential for nurse practitioners to be able to describe themselves professionally on paper to compete for practice and academic opportunities. Nurse practitioners are competing with physician assistants as well as physicians for primary and acute care positions. A carefully compiled curriculum vitae will present the individual in the best light possible to help open career doors and enhance chances of success. Preparing a curriculum vitae will serve to highlight relevant professional accomplishments, whatever the setting, toward the fulfillment of professional goals. This article reviews the current professional print and electronic literature on preparing a curriculum vitae to assist the nurse practitioner in developing this vital document.

Networking Skills as a Career Development Practice: Lessons from the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Hastings, M. G.; Kontak, R.; Holloway, T.; Marin-Spiotta, E.; Steiner, A. L.; Wiedinmyer, C.; Adams, A. S.; de Boer, A. M.; Staudt, A. C.; Fiore, A. M.

2010-12-01

Professional networking is often cited as an important component of scientific career development, yet there are few resources for early career scientists to develop and build networks. Personal networks can provide opportunities to learn about organizational culture and procedures, expectations, advancement opportunities, and best practices. They provide access to mentors and job placement opportunities, new scientific collaborations, speaker and conference invitations, increased scientific visibility, reduced isolation, and a stronger feeling of community. There is evidence in the literature that a sense of community positively affects the engagement and retention of underrepresented groups, including women, in science. Thus women scientists may particularly benefit from becoming part of a network. The Earth Science Women’s Network (ESWN) began in 2002 as an informal peer-to-peer mentoring initiative among a few recent Ph.D.s. The network has grown exponentially to include over 1000 women scientists across the globe. Surveys of our membership about ESWN report positive impacts on the careers of women in Earth sciences, particularly those in early career stages. Through ESWN, women share both professional and personal advice, establish research collaborations, communicate strategies on work/life balance, connect with women at various stages of their careers, and provide perspectives from cultures across the globe. We present lessons learned through the formal and informal activities promoted by ESWN in support of the career development of women Earth scientists.

Second Career Teachers and (Mis)Recognitions of Professional Identities

ERIC Educational Resources Information Center

Nielsen, Ann

2016-01-01

Since the late 1980s there has been an increase of "second career teachers" (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu's concepts of power and cultural capital, the professional identities of teachers were examined…

Are we preparing the next generation of fisheries professionals to succeed in their careers?: A survey of AFS members

USGS Publications Warehouse

McMullin, Steve L.; DiCenzo, Vic; Essig, Ron; Bonds, Craig; DeBruyne, Robin L.; Kaemingk, Mark A.; Mather, Martha E.; Myrick, Christopher A.; Phelps, Quinton E.; Sutton, Trent M.; Triplett, James

2016-01-01

Natural resource professionals have frequently criticized universities for poorly preparing graduates to succeed in their jobs. We surveyed members of the American Fisheries Society to determine which job skills and knowledge of academic topics employers, students, and university faculty members deemed most important to early-career success of fisheries professionals. Respondents also rated proficiency of recently hired, entry-level professionals (employers) on how well their programs prepared them for career success (students and faculty) in those same job skills and academic topics. Critical thinking and written and oral communication skills topped the list of important skills and academic topics. Employers perceived recent entry-level hires to be less well-prepared to succeed in their careers than either university faculty or students. Entry-level hires with post-graduate degrees rated higher in proficiency for highly important skills and knowledge than those with bachelor's degrees. We conclude that although universities have the primary responsibility for developing critical thinking and basic communication skills of students, employers have equal or greater responsibility for enhancing skills of employees in teamwork, field techniques, and communicating with stakeholders. The American Fisheries Society can significantly contribute to the preparation of young fisheries professionals by providing opportunities for continuing education and networking with peers at professional conferences.

Who paints the picture? Images of health professions in rural and remote student resources.

PubMed

Gorton, Susan M

2015-01-01

Rural and remote Australia has a severe shortage of health professionals and the health of its people is relatively poor. For decades, national and international studies have demonstrated that health professionals who grow up in rural areas are more likely to practise in rural areas when compared with health professionals raised in the city. However, an often unrecognised consequence of the severe shortage of health professionals is the severe shortage of role models to inspire rural and remote school students to go on to become health professionals. So how do these school students paint a picture for themselves of what it would be like to be a health professional? Do they acquire images from school? Career development theorists suggest that children start to shape ideas about careers before preschool and then continue to shape these ideas throughout their school years. They also agree that, to aspire to a career, a student must first know about that career. At the time of writing, no review of primary school curricular materials in rural and remote Australia related to information inspiring students to health professions was available in the literature. This article reports on an analysis of all the Department of Education set curricular materials studied by rural and remote distance-education school students in years 3-7 in one Australian state. The aim was to look for content relevant to careers in the health professions. Students are provided with very little information to help them build an image of these careers. Some of the information, provided in the students' curricular materials, painted negative images of health professionals, especially doctors. These findings contribute to an understanding of why relatively few students from rural and remote Australia go on to become health professionals. It is exhilarating to realise these findings are modifiable, with the potential to improve future rural health workforce recruitment and retention.

Personal Professional Development

NASA Astrophysics Data System (ADS)

Rao, Sumathi; Gledhill, Igle; Hartline, Beverly K.; Lakhdar, Zohra Ben; MacLachlan, Anne J.; Mack, Kelly; Mehta, Anita; Wu, Ling-An; Zhang, Hong

2009-04-01

Three workshop sessions on personal professional development were held during the Third IUPAP Women in Physics Conference. These were designed to teach participants about planning for career success, "survival skills," negotiation, and ways to transition into scientific leadership positions in their own countries.

Faculty and Career Advising: Challenges, Opportunities, and Outcome Assessment

ERIC Educational Resources Information Center

Vespia, Kristin M.; Freis, Stephanie D.; Arrowood, Rebecca M.

2018-01-01

Psychology prioritizes students' professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to…

A Taxonomy of Career Development Interventions That Occur in U.S. Secondary Schools.

ERIC Educational Resources Information Center

Dykeman, Cass; Herr, Edwin L.; Ingram, Michael; Pehrsson, Dale; Wood, Chris; Charles, Sarah

Each year, millions of state and federal education funds are spent on career development interventions for America's teenagers. However, no uniform nomenclature, definition, and organization of these interventions exists in the professional literature. This hampers communication among and between practitioners, policymakers, and researchers. The…

Breaking the Ice: Career Development Activities for Accounting Students

ERIC Educational Resources Information Center

Kilpatrick, Bob G.; Wilburn, Nancy L.

2010-01-01

This paper describes two co-curricular career development activities, mock interviews and speed networking that we provide for accounting majors at our university. The driving force behind both activities was to increase comfort levels for students when interacting with professionals and to enhance their job interview and networking skills.…

Collaborative Learning in Physical Education Teachers' Early-Career Professional Development

ERIC Educational Resources Information Center

Keay, Jeanne

2006-01-01

Background/context: Professional development is an important element of professional practice and teachers are expected to engage in activities that not only improve practice but also have a positive impact on pupil learning. Physical educators worldwide have acknowledged the need to improve the continuing education of teachers and have called…

Identifying the Professional Development Needs of Adjunct Faculty Using an Online Delphi

ERIC Educational Resources Information Center

Cuddie, Stephani B.

2016-01-01

The purpose of this online Delphi was to explore the professional development needs and preferences of adjunct faculty, specifically those who teach online. The study involved adjunct faculty who were categorized by their self-selected type of adjunct faculty member: specialist, aspiring academic, professional/freelancer, and career-ender. Through…

Professional Development Seen as Employment Capital

ERIC Educational Resources Information Center

Mackay, Margaret

2017-01-01

Practitioners need to invest in professional development to enhance credibility, job security and employment prospects. Employer expectations of continuing development as a performance measure link to the notion of career capital; namely that knowledge competence influences job advancement. This study uses an interpretivist approach to explore…

ePortfolios: Enhancing Professional Learning of Vocational Educators

ERIC Educational Resources Information Center

Hoekstra, Annemarieke; Crocker, Jocelyn R.

2015-01-01

Vocational educators urgently need to keep learning throughout their careers. However, traditional professional development (PD), such as courses and workshops, yields limited transfer to the workplace as it does not align with how professionals naturally learn at work. The study discussed here reports on professional learning of vocational…

The Naval Enlisted Professional Development Information System (NEPDIS): Front End Analysis (FEA) Process. Technical Report 159.

ERIC Educational Resources Information Center

Aagard, James A.; Ansbro, Thomas M.

The Naval Enlisted Professional Development Information System (NEPDIS) was designed to function as a fully computerized information assembly and analysis system to support labor force, personnel, and training management. The NEPDIS comprises separate training development, instructional, training record and evaluation, career development, and…

SoBA Central: An Integrated Programmatic Approach Designed to Enhance Student Success

ERIC Educational Resources Information Center

Minnick, Cheryl; Nelson, Sandi; Harrington, Michael; Tarkalson, Kathleen; Furniss, Jerry

2013-01-01

Numerous studies have shown that effective career advising for business students beginning with the freshman year is crucial. Student career advising and career development needs in professional schools are best met by the school itself rather than a central campus-wide resource unfamiliar with the specific needs of business students. This paper…

Dimensions of Leadership among Community College Health Career Program Department Chairs and Implications for Leadership Development

ERIC Educational Resources Information Center

Platz-Wiechert, Lynn Marie

2010-01-01

Given the growth in community colleges, the projected need for health career workers, and the central position of the department chair in higher education, this study explored dimensions of leadership as identified by health career department chairs in five Illinois community colleges. Areas of study included: (a) professional profiles of health…

[Municipalities as a Model for New Careers and Redirection of Vocational-Technical Education Programs.] Final Report.

ERIC Educational Resources Information Center

Institute for Local Self Government, Berkeley, CA.

To meet the manpower needs of local governments, the model developed for this project redirects national and technical education toward new careers programs. Designed by task forces of professional personnel, the model utilizes existing local government resources, including funds for new career activities. Accomplishments of the project include:…

The Career and Work Adaptability Questionnaire (CWAQ): A First Contribution to Its Validation

ERIC Educational Resources Information Center

Nota, Laura; Ginevra, Maria Cristina; Soresi, Salvatore

2012-01-01

Over the last decade, occupational changes have the rapidly changing job market has begun to demand that people more actively construct their professional lives and acquire career adaptability. The aim of the present study was to develop a specific, new instrument, "Career and Work Adaptability", to assess degree of adaptability in…

Women Academic and Career Administrators' Role Perceptions and Occupational Satisfaction: Implications for Appointment and Professional Development.

ERIC Educational Resources Information Center

Schonwetter, Dieter J.; And Others

This study was the first stage in an analysis of academic and career administrators' perceptions of their functioning in management and leadership capacities and focused in particular on the perceptions of female faculty and administrators. Volunteer participants included 179 male and female university academic and career administrators. Of…

Careers in the Aerospace Industry.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC. Office of General Aviation.

The document briefly presents career information in the field of aerospace industry. Employment exists in three areas: (1) professional and technical occupations in research and development (engineers, scientists, and technicians); (2) administrative, clerical, and related occupations (engineers, scientists, technicians, clerks, secretaries,…

Engineer: The Professional Bulletin of Army Engineers, Jan-Apr 2010

DTIC Science & Technology

2010-04-01

for his distinguished career. Thank you, Jeff, for a job well done. In professional development news, the long-awaited update to DA Pamphlet 600-3...work feature, and our business services to supporting firm members from industry enable AEA to provide specialized job networking and an online career...by support- ing fund-raising efforts, promoting job opportunities, and reaching out to them in our communities. They need help and they’re all

Predictors of Protean Career and the Moderating Role of Career Strategies among Professionals in Malaysian Electrical and Electronics (E & E) Industry

ERIC Educational Resources Information Center

Wong, Siew Chin; Mohd Rasdi, Roziah

2015-01-01

Purpose: The purpose of this paper is to examine the effects of individually related variables and the moderating role of career strategies on protean career among professionals in Malaysian Electrical & Electronics (E & E) industry. Design/methodology/approach: Research data were gathered from a sample of 306 of professional employees in…

Career Development as a Long-distance Hike

PubMed Central

2008-01-01

Traditional images of achievement do not capture today’s more complex career development realities. Approaching career development as a long-distance expedition can help professionals in addressing the strenuous challenges they face, in seeing that a career can be built in many ways, and in taking a long-term view of their journeys. Skills are like muscles, self-efficacy is like sturdy boots, advancement “how-to’s” are like maps, and mentors are like trail guides. Among the tasks each hiker faces are selecting destinations, navigating through rough terrain and weather, and balancing their packs. To further their hikers’ resilience, departments should pay more attention to the career development ecology, including improving access to qualified trail guides and to alternate paths. PMID:18953615

Relationships: The Critical Ties That Bind Professionals.

ERIC Educational Resources Information Center

Roper, Larry

2002-01-01

This article proposes that the success of student affairs professionals is more closely tied to their ability to construct and manage essential relationships during their careers than any other activity. The author discusses essential principles and skills in developing and managing professional relationships. (GCP)

Three Pathways to Support the Professional and Career Development of Casual Academics

ERIC Educational Resources Information Center

Crimmins, Gail; Oprescu, Florin; Nash, Greg

2017-01-01

Almost half of current academic staff will need to be replaced within three years in the Australian academic workforce. Literature suggests that casual academics are a potential solution, yet they are frequently excluded from the career development opportunities that would allow them to fulfil an ongoing academic role. Most academic development…

Rethinking Teacher Leader Development: A Study of Early Career Mathematics Teachers

ERIC Educational Resources Information Center

Huggins, Kristin Shawn; Lesseig, Kristin; Rhodes, Heidi

2017-01-01

In the era of standards-based reforms, informal teacher leadership is a critical factor in realizing instructional improvement. In this paper, we report on data from a one-year study of four early career mathematics teachers engaging in professional development around Common Core mathematical practices and leadership. Our findings highlight how…

Socialization and Pre-Career Development of Public Relations Professionals via the Undergraduate Curriculum

ERIC Educational Resources Information Center

Waymer, Damion; Brown, Kenon A.; Baker, Kimberly; Fears, Lillie

2018-01-01

We interviewed racially/ethnically diverse, early career public relations practitioners. By asking participants to reflect on their collegiate social and educational development, we unearth contributing factors to these individuals' success both in college and in their professions to date. Respondents desired much more in-school training and…

Essential Tiedeman: Anchoring the North Star for Human Development

ERIC Educational Resources Information Center

Miller-Tiedeman, Anna

2008-01-01

In quantum physics, whatever is observed is changed; therefore, it is all perception. Given those findings and to save Tiedeman from interpretation, in this article, he speaks for himself in 5 areas: (a) his professional credo, (b) the Harvard Studies in Career Development, (c) the 1983 Assembly to Advance Career, (d) statistics of vocational…

Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

ERIC Educational Resources Information Center

Kovarik, Dina N.; Patterson, Davis G.; Cohen, Carolyn; Sanders, Elizabeth A.; Peterson, Karen A.; Porter, Sandra G.; Chowning, Jeanne Ting

2013-01-01

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The…

A Case Study Approach to Ethics in Career Development, Second Edition. Monograph Series

ERIC Educational Resources Information Center

Makela, Julia Panke; Perlus, Jessamyn G.

2017-01-01

This second edition tackles some of the most vexing questions that career development professionals encounter today. Using a case study design, it offers a hands-on experience with ethical terminology, resources, and issues. Each dilemma presented includes detailed, guided discussion of key issues and recommendations, with direct connections to…

The emerging dental workforce: long-term career expectations and influences. A quantitative study of final year dental students' views on their long-term career from one London Dental School

PubMed Central

2009-01-01

Background Research into the motivation and expectations of the emerging workforce and their short-term expectations has already been reported with a view to informing professional and policy decisions. The objective of this component of the research programme was to examine the long-term goals and perceived influences on final year dental students' professional careers. Methods Univariate analysis of a self completed questionnaire survey of all final year dental students from King's College London, comprising questions on demography, long-term career goals and influences, proposed commitment to dentistry, commitment to healthcare systems and the influences thereon. Statistical analysis included Chi Squared tests for linear association. Results Ninety per cent of students responded to this survey (n = 126), the majority of whom were aged 23 years (59%), female (58%) and Asian (70%). Long-term career goals were fairly evenly split between 'dentist with a special interest' (27%), 'primary dental care practitioner' (26%) and 'specialist' (25%), with 19% not certain. Only 60% of total respondents anticipated working full-time in the long-term (79% males cf 52% females; p = 0.00). The vast majority of respondents (≥80%) identified 'work-life balance', 'financial stability' and 'professional development' as 'important' or 'very important' influences on the number of future sessions. Females were significantly more likely to rate childcare commitments as an important influence on their future working capacity compared with males (p = 0.00). A wide range of factors were considered important or very important in making the NHS attractive, led by support for professional development (88%) and feeling valued by patients (88%), as well as funding, time with patients, rewards for prevention and practical issues such as dental materials and premises. Females were significantly more likely than males to be attracted to work within the NHS by 'childcare support' (p = 0.02), 'retraining facilities after career break' (p = 0.01), 'assistance with student debt' (p = 0.01) and 'incentives to work in deprived areas'. Conclusion Long-term career plans of new graduates from this London Dental School commonly embrace opportunities for professional development as well as personal issues such as work/life balance and financial income. Significant differences were identified between male and females long-term plans and influences. The implications of these findings are discussed. PMID:20030814

The emerging dental workforce: long-term career expectations and influences. A quantitative study of final year dental students' views on their long-term career from one London Dental School.

PubMed

Gallagher, Jennifer E; Patel, Resmi; Wilson, Nairn H F

2009-12-23

Research into the motivation and expectations of the emerging workforce and their short-term expectations has already been reported with a view to informing professional and policy decisions. The objective of this component of the research programme was to examine the long-term goals and perceived influences on final year dental students' professional careers. Univariate analysis of a self completed questionnaire survey of all final year dental students from King's College London, comprising questions on demography, long-term career goals and influences, proposed commitment to dentistry, commitment to healthcare systems and the influences thereon. Statistical analysis included Chi Squared tests for linear association. Ninety per cent of students responded to this survey (n = 126), the majority of whom were aged 23 years (59%), female (58%) and Asian (70%). Long-term career goals were fairly evenly split between 'dentist with a special interest' (27%), 'primary dental care practitioner' (26%) and 'specialist' (25%), with 19% not certain. Only 60% of total respondents anticipated working full-time in the long-term (79% males cf 52% females; p = 0.00). The vast majority of respondents (> or =80%) identified 'work-life balance', 'financial stability' and 'professional development' as 'important' or 'very important' influences on the number of future sessions. Females were significantly more likely to rate childcare commitments as an important influence on their future working capacity compared with males (p = 0.00). A wide range of factors were considered important or very important in making the NHS attractive, led by support for professional development (88%) and feeling valued by patients (88%), as well as funding, time with patients, rewards for prevention and practical issues such as dental materials and premises. Females were significantly more likely than males to be attracted to work within the NHS by 'childcare support' (p = 0.02), 'retraining facilities after career break' (p = 0.01), 'assistance with student debt' (p = 0.01) and 'incentives to work in deprived areas'. Long-term career plans of new graduates from this London Dental School commonly embrace opportunities for professional development as well as personal issues such as work/life balance and financial income. Significant differences were identified between male and females long-term plans and influences. The implications of these findings are discussed.

Small Potatoes No More.

ERIC Educational Resources Information Center

Ries, Eric

2000-01-01

Idaho has improved its historically poor career and technical education programs by changing priorities and increasing state support. A large grant from the J.A. and Kathryn Albertson Foundation is being used to develop professional-technical academies and to train career and technical teachers. (JOW)

Training

Cancer.gov

NCI offers training at laboratories and clinics in Maryland and at universities and institutions nationwide. These cancer training and career development opportunities cover a broad spectrum of disciplines for individuals at career stages ranging from high school and graduate students to scientists, clinicians, and health care professionals.

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists.

PubMed

Segarra, Verónica A; Zavala, MariaElena; Hammonds-Odie, Latanya

2017-04-01

The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation.

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists†

PubMed Central

Segarra, Verónica A.; Zavala, MariaElena; Hammonds-Odie, Latanya

2017-01-01

The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation. PMID:28656070

Continuing Professional Development: Rhetoric and Practice in the NHS

ERIC Educational Resources Information Center

Morgan, Arthur; Cullinane, Joanne; Pye, Michael

2008-01-01

This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and…

Organisational and Task Factors Influencing Teachers' Professional Development at Work

ERIC Educational Resources Information Center

Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

2016-01-01

Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

Advancing the educational and career pathway for clinical trials nurses.

PubMed

Scott, Kathleen; White, Kathryn; Roydhouse, Jessica K

2013-04-01

Clinical trials nurses play a pivotal role in the conduct of clinical research, but the educational and career pathway for these nurses remains unclear. This article reports findings from a survey of nurses working in cancer clinical trials research in Australia. Most participants held postgraduate qualifications (42 of 61); however, clinical trials education was primarily attained through short professional development courses. Interest in pursuing trial-specific postgraduate education was high, but barriers were identified, including cost, time, and unclear benefit for career advancement. Job titles varied substantially, which is indicative of an unclear employment pathway. These findings suggest that initiatives to improve the educational and career pathway for clinical trials nurses are needed and should include the following: formal educational preparation, greater consistency in employment status, and clearer career progression. These strategies should be underpinned by broad professional recognition of the clinical trials nurse as a specialized nursing role. Copyright 2013, SLACK Incorporated.

Learning through Work: How Can a Narrative Approach to Evaluation Build Students' Capacity for Resilience?

ERIC Educational Resources Information Center

Mate, Susan; Ryan, Maureen

2015-01-01

Some professionals have a conscious purpose-driven "professional identity" and others forge an identity over time and through various work experiences. This research draws on the narratives professionals at different life and career stages shared about their professional development. The findings highlight the importance attributed to…

Invisible but Essential: The Role of Professional Networks in Promoting Faculty Agency in Career Advancement

ERIC Educational Resources Information Center

Niehaus, Elizabeth; O'Meara, KerryAnn

2015-01-01

The benefits of professional networks are largely invisible to the people embedded in them (O'Reilly 1991), yet professional networks may provide key benefits for faculty careers. The purpose of the study reported here was to explore the role of professional networks in faculty agency in career advancement, specifically focusing on the overall…

"Without Stones There Is No Arch": A Study of Professional Development of Teacher Educators as a Team

ERIC Educational Resources Information Center

Barak, Judith; Gidron, Ariela; Turniansky, Bobbie

2010-01-01

In this work we study the meaning of professional development as a participative process within a community of practice. In this collaborative narrative self-study we look at the development of ourselves as a professional group working together in an intensive program. The study is based on personal career stories, each told by its author, but…

Managerial and Professional Employees in Britain.

ERIC Educational Resources Information Center

Snape, Edward J.; Bamber, Greg J.

1987-01-01

Discusses the following aspects of British managers and professionals: (1) who they are, (2) employment trends, (3) demographic characteristics, (4) education and development; (5) careers and human resource management, (6) remuneration, and (7) unionization. (CH)

Independent School Department Heads: The Influence of Role Ambiguity, Relationships, and Professional Development on Career Aspirations

ERIC Educational Resources Information Center

Kinsella, Shane

2012-01-01

Little research exists on the career aspirations of department heads in independent schools. What does exist focuses on public school teachers in the United States and the United Kingdom. This study sought to determine the career aspirations, job satisfaction, and job efficacy of department heads. Using data from an original survey instrument…

Have You Considered Accounting? Opportunities for Women Are Expanding. Career Options Series for Undergraduate Women.

ERIC Educational Resources Information Center

Rowes, Barbara

This booklet is part of a set of self-guidance publications prepared by Catalyst, a national nonprofit organization. It is written specifically for undergraduate women to help them bring their aspirations into focus, develop realistic career goals and plan for career options in fields which, at the managerial and professional levels, have been…

Defining and managing career challenges for mid-career and senior stage pediatric hematologist/oncologists.

PubMed

Frugé, Ernest; Margolin, Judith; Horton, Terzah; Venkateswaran, Lakshmi; Lee, Dean; Yee, Donald L; Mahoney, Donald

2010-12-01

A workshop at the 2008 ASPHO Annual Meeting functioned as the first step in a systematic needs assessment of the particular challenges to satisfaction and success in the middle and senior phases of career development for pediatric hematologist/oncologists (PHOs). The 61 ASPHO members who attended were randomly distributed to small discussion groups based on self-identified career stage. Groups completed challenge forms for each issue identified as pertinent to their own stage of professional development. A total of 71 forms with useable data were generated by the groups. The largest number of challenges described (26) clustered around themes of Work-Life Balance followed by Transition and Succession (18), Management and Finances (15), and Keeping up to Date (13). Mid-career groups were more likely to identify Work-Life Balance challenges while senior stage groups were more likely to articulate Succession and Management challenges. The article describes the demographics of the workshop participants, summarizes the content of challenge themes and the associated suggestions for management. It is hoped that this effort will assist educational and career planning efforts by individuals, institutions, and ASPHO as a professional society.

Characteristics of effective professional development for early career science teachers

NASA Astrophysics Data System (ADS)

Simon, Shirley; Campbell, Sandra; Johnson, Sally; Stylianidou, Fani

2011-04-01

The research reported here set out to investigate the features in schools and science departments that were seen as effective in contributing to the continuing professional development (CPD) of early career science teachers. Ten schools took part in the study, selected on the basis of their reputation for having effective CPD practices. To gain different perspectives from within the organisations we conducted interviews with senior members of staff, heads of science departments and early career teachers. A thematic analysis of the interviews is presented, drawing on findings from across the 10 schools, and exemplified in more detail by a vignette to show specific features of effective CPD practice. The study has revealed a wealth of practice across the 10 schools, which included a focus on broadening experience beyond the classroom, having an open, sharing, non-threatening culture and systemic procedures for mentoring and support that involved ring-fenced budgets. The schools also deployed staff judiciously in critical roles that model practice and motivate early career science teachers. Early career teachers were concerned primarily with their overall development as teachers, though some science specific examples such as observing practical work and sessions to address subject knowledge were seen as important.

Internal dental school environmental factors promoting faculty survival and success.

PubMed

Masella, Richard S

2005-04-01

A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one's position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.

Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

ERIC Educational Resources Information Center

Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

2014-01-01

Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

Urban Middle School Students, Twenty-First Century Skills, and STEM-ICT Careers: Selected Findings from a Front-End Analysis

ERIC Educational Resources Information Center

Cohen, Jonathan D.; Renken, Maggie; Calandra, Brendan

2017-01-01

As part of the design and development of an informal learning environment meant to increase urban middle school students' interest in technology-focused STEM careers, and to support their twenty-first century skill development, researchers developed and administered the ICT/Twenty-First Century Skills Questionnaire. Both STEM-ICT professionals and…

Creation of a competency-based professional development program for infection preventionists guided by the APIC Competency Model: steps in the process.

PubMed

Bernard, Heather; Hackbarth, Diana; Olmsted, Russell N; Murphy, Denise

2018-06-07

Infection Preventionists have varying levels of educational preparation. Many have no prior experience in IP. The diversity makes design of professional development programs challenging. Recent surveys suggest that only about half of practicing IPs are board certified. There is an urgent need to employ competent IP's to drive improvement in patient outcomes. This is a project that utilized the APIC Competency Model to create a professional development program characterizing three career stages. Methods included a review of literature on professional development; a survey of IP competence; an assessment of job descriptions and performance evaluations; and a crosswalk of IP competencies. The professional development program includes competency - based IP job descriptions and performance evaluations for each career stage; a professional portfolio; and a toolkit for supervisors. Participants agreed that application of the model resulted in tools which are more closely aligned with current roles for IPs; and increased satisfaction and motivation with the new program. Competent and knowledgeable IP's are crucial to optimizing efficacy of IPC programs. A professional development program has the potential to guide staff orientation, improve satisfaction and retention, improve patient outcomes and promote a positive trajectory in advancing practice. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Faculty Development and Achievement: A Faculty's View.

ERIC Educational Resources Information Center

Braskamp, Larry A.; And Others

The way that 48 faculty at a major research university view their professional aspirations, achievement, and career conflicts between their professional activities and personal relationships was evaluated. In addition, a conceptual framework of faculty development using three professorial ranks as three qualitatively different stages of…

The National Health Service Knowledge and Skills Framework and its implications for continuing professional development in nursing.

PubMed

Gould, Dinah; Berridge, Emma-Jane; Kelly, Daniel

2007-01-01

The National Health Service Knowledge and Skills Framework has been introduced as part of the Agenda for Change Reforms in the United Kingdom to link pay and career progression to competency. The purpose of this paper is to consider the implications for nurses, their managers and the impact on university departments delivering continuing professional development for nurses. The new system has the potential to increase the human resources management aspect of the clinical nurse managers' role and could have legal implications, for example if practitioners perceive that their needs for continuing professional development have been overlooked to the detriment of their pay and career aspirations. The new system also has implications for providers of continuing professional development in the universities and is likely to demand closer liaison between education providers and trust staff who commission education and training. The Knowledge and Skills Framework is of interest to nurses and nurse educators internationally because the system, if effective, could be introduced elsewhere.

Perspective: The missing link in academic career planning and development: pursuit of meaningful and aligned work.

PubMed

Lieff, Susan J

2009-10-01

Retention of faculty in academic medicine is a growing challenge. It has been suggested that inattention to the humanistic values of the faculty is contributing to this problem. Professional development should consider faculty members' search for meaning, purpose, and professional fulfillment and should support the development of an ability to reflect on these issues. Ensuring the alignment of academic physicians' inner direction with their outer context is critical to professional fulfillment and effectiveness. Personal reflection on the synergy of one's strengths, passions, and values can help faculty members define meaningful work so as to enable clearer career decision making. The premise of this article is that an awareness of and the pursuit of meaningful work and its alignment with the academic context are important considerations in the professional fulfillment and retention of academic faculty. A conceptual framework for understanding meaningful work and alignment and ways in which that framework can be applied and taught in development programs are presented and discussed.

Career Development Support in Pediatric Critical Care Medicine: A National Survey of Fellows and Junior Faculty.

PubMed

Cifra, Christina L; Balikai, Shilpa S; Murtha, Tanya D; Hsu, Benson; Riley, Carley L

2017-04-01

To determine the perceptions of current pediatric critical care medicine fellows and junior faculty regarding the extent and quality of career development support received during fellowship training. Web-based cross-sectional survey open from September to November 2015. Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Pediatric critical care medicine fellows (second yr or higher) and junior faculty (within 5 yr of completing a pediatric critical care medicine fellowship program). None. There were 129 respondents to the survey, representing 63% of Accreditation Council for Graduate Medical Education-accredited pediatric critical care medicine fellowship programs. Respondents were evenly divided between fellows and junior faculty. Nearly, half (49%) of respondents reported that their pediatric critical care medicine fellowship program provided a formal career development curriculum. Ideal career tracks chosen included academic clinician educator (64%), physician-scientist (27%), community-based (nonacademic) clinician (11%), and administrator (11%). There was a disparity in focused career development support provided by programs, with a minority providing good support for those pursuing a community-based clinician track (32%) or administrator track (16%). Only 43% of fellows perceived that they have a good chance of obtaining their ideal pediatric critical care medicine position, with the most common perceived barrier being increased competition for limited job opportunities. Most respondents expressed interest in a program specific to pediatric critical care medicine career development that is sponsored by a national professional organization. Most pediatric critical care medicine fellows and junior faculty reported good to excellent career development support during fellowship. However, important gaps remain, particularly for those pursuing community-based (nonacademic) and administrative tracks. Fellows were uncertain regarding future pediatric critical care medicine employment and their ability to pursue ideal career tracks. There may be a role for professional organizations to provide additional resources for career development in pediatric critical care medicine.

Preparing future faculty and professionals for public health careers.

PubMed

Koblinsky, Sally A; Hrapczynski, Katie M; Clark, Jane E

2015-03-01

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

Personality traits and career satisfaction of health care professionals.

PubMed

Richardson, John D; Lounsbury, John W; Bhaskar, Tripti; Gibson, Lucy W; Drost, Adam W

2009-01-01

Based on Holland's theorizing that vocational satisfaction arises from a good match between one's personality and career choice, one purpose of the study was to examine broad and narrow personality traits that characterize health care workers in comparison with professionals from other occupations. Also investigated were ways in which characteristic traits of health care workers were related to career satisfaction. Professionals utilizing the services of eCareerfit.com responded to online surveys that have been demonstrated to produce reliable and valid measures of broad and narrow personality traits and levels of career satisfaction. An independent sample t test was used to compare means of health care workers with those from other occupations. Pearson product-moment correlations were then computed to assess relationships between the traits and career satisfaction of health care professionals. Two traits that were particularly strong among health care workers were also significantly correlated with career satisfaction: work drive and conscientiousness. Other traits were found to be significantly related to career satisfaction in health care but were not uniquely high in the sample of health care professionals. To increase career satisfaction of health care professionals and thus to improve retention rates, administrators should consider focusing on recruiting and selecting individuals with higher levels of key personality traits.

Professional Identity and Coping Behaviors in Dual-Career Couples

ERIC Educational Resources Information Center

Bird, Gloria W.; Schnurman-Crook, Abrina

2005-01-01

This qualitative study of 15 dual-career couples examines the connection between partners' professional identity and coping behaviors implemented in response to work and family stressors. The analysis provided evidence that dual-career couples enact professional and family identities that rely on being competent and responsible in both work and…

Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers

PubMed Central

Rybarczyk, Brian J.; Lerea, Leslie; Whittington, Dawayne; Dykstra, Linda

2016-01-01

Postdoctoral training is an optimal time to expand research skills, develop independence, and shape career trajectories, making this training period important to study in the context of career development. Seeding Postdoctoral Innovators in Research and Education (SPIRE) is a training program that balances research, teaching, and professional development. This study examines the factors that promote the transition of postdocs into academic careers and increase diversity in science, technology, engineering, and mathematics. Data indicate that SPIRE scholars (n = 77) transition into faculty positions at three times the national average with a greater proportion of underrepresented racial minorities (URMs) and females represented among SPIRE scholars. Logistic regression models indicate that significant predictors are the intended career track at the start of the postdoctoral training and the number of publications. Factors necessary for successful transition are teaching experience as independent instructors, professional development opportunities, and the experience of balancing teaching with research. Scholars’ continued commitment to increasing diversity in their faculty roles was demonstrated by their attainment of tenure-track positions at minority-serving institutions, continued mentorship of URMs, and engagement with diversity initiatives. These results suggest that a postdoctoral program structured to include research, teaching, and diversity inclusion facilitates attainment of desired academic positions with sustained impacts on broadening participation. PMID:27543634

Alternative Career Formation Perspectives: Lessons for Educational Leadership from Law, Medicine, and Training for the Priesthood.

ERIC Educational Resources Information Center

Daresh, John C.; Playko, Marsha A.

One of the suggestions for improving the professional development of school leaders is to adopt some of the practices used in other professional fields. This paper explores three models of professional development traditionally followed in medicine, law, and the Catholic priesthood to assess the extent to which these approaches are likely to…

Learning and Developing as a University Teacher: Narratives of Early Career Academics in Estonia

ERIC Educational Resources Information Center

Remmik, Marvi; Karm, Mari; Lepp, Liina

2013-01-01

In recent years the higher education context in Estonia, as in most European countries, has changed a lot. All changes have an impact on university teachers' practice and their work organisation, and are presenting new challenges. The current research aims at developing an understanding of Estonian early career academics' professional identity by…

Early-Career Academics' Perceptions of Teaching and Learning in Hong Kong: Implications for Professional Development

ERIC Educational Resources Information Center

Thomas, Keith; McNaught, Carmel; Wong, Kin-Chi; Li, Yi-Ching

2011-01-01

This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new…

21st Century Educators: Developing and Supporting Great Career and Technical Education Teachers. Special Issues Brief. Revised Edition

ERIC Educational Resources Information Center

Jacques, Catherine; Potemski, Amy

2014-01-01

This Special Issues Brief from the Center on Great Teachers and Leaders (GTL Center) offers insight into three human capital management policies that are critical for career and technical education (CTE) teachers: certification, performance evaluation, and professional development. CTE teachers are uniquely positioned to improve college and career…

Early career professional development issues for military academic psychiatrists.

PubMed

Warner, Christopher H; Bobo, William V; Flynn, Julianne

2005-01-01

Academically motivated graduates of military psychiatric residency programs confront serious challenges. In this article, the authors present a junior faculty development model organized around four overlapping domains: mentorship, scholarship, research, and career planning/development. Using these four domains as a platform for discussion, the authors focus on challenges facing academically oriented early-career military psychiatrists and provide guidance. The authors believe that a proactive stance, skillful mentoring, self-awareness through conscious planning and effort, ability to capitalize on existing opportunities for growth, and attention to detail are all vital to the junior military psychiatrist.

Transforming your professional self: encouraging lifelong personal and professional growth.

PubMed

Rodts, Mary F; Lamb, Karen V

2008-01-01

Transforming from student nurse to registered nurse is often discussed in a capstone class or a hospital orientation program. Changes in professional plans later in the career continuum often occur, but are not always planned. This article discusses the challenges of change, the need for career planning, stages of role acquisition, role socialization, and role transformation. In addition, it outlines the importance of creating a career plan to meet future career goals.

Development and Use of a Goal Setting/Attainment Process Designed To Measure a Teacher's Ability To Engage in Professional Growth and Leadership Initiatives.

ERIC Educational Resources Information Center

Minix, Nancy; And Others

The process used to evaluate progress in identifying the goals to be used in evaluating teacher performance under the Kentucky Career Ladder Program is described. The process pertains to two areas of teacher development: (1) professional growth and development, and (2) professional leadership and initiative. A total of 1,650 individuals were asked…

The Japanese Academic Profession.

ERIC Educational Resources Information Center

Shimbori, Michiya

1981-01-01

The history of Japanese higher education includes development of a patronage system that, despite the broadening of the system, still affects faculty careers. Institutional ranking limits professional mobility, and individuals may spend undergraduate, graduate, and faculty careers at the same institution. Teaching abroad is also severely limited.…

Education for Tomorrow's Environment.

ERIC Educational Resources Information Center

Alf, Herb, Ed.

Edited proceedings from the Conference for Talent Development for Environmental Careers (Washington, DC, August 1979), focusing on pre-professional, environmental career experience programs for gifted elementary/secondary school students, are presented in this nine-section book. Each section includes a brief overview of the papers relating to the…

PSI Model Curriculum for Office Careers.

ERIC Educational Resources Information Center

Professional Secretaries International, Kansas City, MO.

The PSI [Professional Secretaries International] Model Curriculum for Office Careers provides a framework for the curriculum revision process, making it easier for schools to update, change, expand, or revise their office programs. Through a series of suggested courses, this curriculum develops the knowledge, skills, and attitudes office…

Career identity in the veterinary profession.

PubMed

Page-Jones, S; Abbey, G

2015-04-25

This research investigates vet and vet nurse career identity through the qualitative methodology of narrative enquiry. It derives learning and understanding from these empirical data to assist the veterinary profession to adjust to the changing industry landscape. Through a case series of 20 vets and vet nurses' career stories, this paper seeks understanding about career identity and its impact on individuals and organisations in the light of industry consolidation. Findings suggest that career is central to identity for many veterinary professionals who tend to have a strong sense of self; this is particularly evident around self as learner and technically competent, teacher and educator, ethical and moral and dedicated and resilient. Consequently, mismatches between 'who I am' and 'what I do' tend not to lead to identity customisation (to fit self into role or organisation) but to the search for alternative, more identity-compatible employment. This study offers a valuable insight for employers, veterinary professionals and universities. It suggests that businesses can gain competitive advantage and employees achieve validation and enrichment by working towards organisational and individual identity congruence and that teaching veterinary professionals with contemporary business in mind may develop graduates with a more sustainable identity. British Veterinary Association.

Music therapy career aptitude test.

PubMed

Lim, Hayoung A

2011-01-01

The purpose of the Music Therapy Career Aptitude Test (MTCAT) was to measure the affective domain of music therapy students including their self-awareness as it relates to the music therapy career, value in human development, interest in general therapy, and aptitude for being a professional music therapist. The MTCAT was administered to 113 music therapy students who are currently freshman or sophomores in an undergraduate music therapy program or in the first year of a music therapy master's equivalency program. The results of analysis indicated that the MTCAT is normally distributed and that all 20 questions are significantly correlated with the total test score of the MTCAT. The reliability of the MTCAT was considerably high (Cronbach's Coefficient Alpha=0.8). The criterion-related validity was examined by comparing the MTCAT scores of music therapy students with the scores of 43 professional music therapists. The correlation between the scores of students and professionals was found to be statistically significant. The results suggests that normal distribution, internal consistency, homogeneity of construct, item discrimination, correlation analysis, content validity, and criterion-related validity in the MTCAT may be helpful in predicting music therapy career aptitude and may aid in the career decision making process of college music therapy students.

Real World 101: A Professional Development Seminar for Seniors.

ERIC Educational Resources Information Center

Letourneau, Tanya Misner

2002-01-01

This article explains the origins of Delaware Valley College's (DVC) "Professional Development Seminar," jointly developed by DVC's Office of Career and Life Education and the Central Bucks Chamber of Commerce to help seniors prepare for their transition from college to the workplace. Also outlines the program's content methodology and details its…

Presidential Address 2004: A celebration of women in astronomy

NASA Astrophysics Data System (ADS)

Burnell, Jocelyn Bell

2004-12-01

Women have made significant contributions to the development of astronomy as a science, yet their work has been restricted, unregarded and little recognized. Here I outline some significant careers and show how these talented and determined women overcame the restrictions on their lives to make their marks. Their solid achievements came at considerable cost and attracted little professional recognition. I then consider how far astronomy has progressed at the present day. There remain limited numbers of professional women astronomers; what still stops women choosing this career?

Teachers and Administrators' Views on the Implementation of Career Stages in the Teaching Profession (Case of Turkey--Ankara)

ERIC Educational Resources Information Center

Gulcan, Murat Gurkan

2010-01-01

The criteria for teachers' climbing the career steps have been determined with the Law No. 5204, which was enacted in 2004 after long debates about making a career in the teaching profession. In the preamble of the law, it is stated that "teachers' professional and personal development should be ensured on the basis of their seniority,…

A Career in Professional Services: Accident, Serendipity or Something More?

ERIC Educational Resources Information Center

Regan, Julie-Anne; Graham, Carroll

2018-01-01

As part of a larger study, professional staff from two universities, Australian and British, were asked how they entered into a higher education career and what factors kept them in that career. Many participants reported that they found themselves in professional services almost by accident, or by a fortunate combination of circumstances.…

AFOMP Policy No 5: career progression for clinical medical physicists in AFOMP countries.

PubMed

Round, W H; Stefanoyiannis, A P; Ng, K H; Rodriguez, L V; Thayalan, K; Han, Y; Tang, F; Fukuda, S; Srivastava, R; Krisanachinda, A; Shiau, A C; Deng, X

2015-06-01

This policy statement, which is the fifth of a series of documents being prepared by the Asia-Oceania Federation of Organizations for Medical Physics Professional Development Committee, gives guidance on how clinical medical physicists' careers should progress from their initial training to career end. It is not intended to be prescriptive as in some AFOMP countries career structures are already essentially defined by employment awards and because such matters will vary considerably from country to country depending on local culture, employment practices and legislation. It is intended to be advisory and set out options for member countries and employers of clinical medical physicists to develop suitable career structures.

How Today's Mentoring Relationships Can Influence Tomorrow's Physical Education

ERIC Educational Resources Information Center

McCluney, E. Nicole; Fallaize, Ashley; Schempp, Paul

2018-01-01

The purpose of this article is to describe effective functions that mentors can use to assist in both the personal and professional development of protégés. Mentors help their protégés in two primary areas: career development and psychosocial support. Career development functions are intended to advance the protégé's adjustments within the…

Long-term Career Goals for Professional Women in Agriculture.

ERIC Educational Resources Information Center

Klepper, Betty

1986-01-01

Encourages the formation of long-term career goals for women in agronomy. Offers perspectives and practical suggestions for obtaining positions, maintaining professional credentials, and managing personal and career related obligations. (ML)

Faculty Vitality in Osteopathic Medical Schools: A Pilot Study.

PubMed

Ables, Adrienne Z; Shan, Liang; Broyles, India L

2018-05-01

Faculty vitality is defined as the synergy between high levels of satisfaction, productivity, and engagement that enables faculty members to maximize their professional success and achieve goals in concert with institutional goals. Many studies have examined faculty development efforts with regard to satisfaction, retention, or vitality, but, to the authors' knowledge, they have all been conducted in allopathic medical schools and academic health centers. To examine faculty vitality in osteopathic medical schools and address contributors to productivity, engagement, and career satisfaction. This multi-institutional exploratory survey-based study included faculty members from 4 osteopathic medical schools. Surveys with items related to productivity, engagement, career satisfaction, primary department climate and leadership, professional development, and career and life management were sent to faculty members at the 4 participating schools. Most item responses were ranked on Likert-type scales, ranging from 1 (low) to 5 (high). Open-ended questions that explored the participants' experience at their college, factors outside the institution that may affect vitality, and perceived faculty development needs were included at the end of the survey. The overall vitality index was calculated by taking the average of the 3 vitality indicator scores (ie, productivity, engagement, and career satisfaction). Of 236 potential participants, 105 returned the survey for analysis. The mean overall faculty vitality index was 3.2 (range, 1-5). Regarding the 3 contributors to faculty vitality, the mean productivity score was 2.3; professional engagement, 3.5; and career satisfaction, 3.7. Primary department climate and leadership was a significant predictor of faculty vitality (P=.001). The influence of individual vitality factors did not differ between basic science and clinical faculty members. Open-ended questions generated the following themes related to faculty vitality: leadership support, organizational climate, collegiality and value, workload, research funding climate, and family/home life. Participants listed a variety of faculty development needs in the areas of teaching, research, leadership, and professional development. The results of this study suggest that career satisfaction is a significant contributor to vitality in osteopathic medical school faculty members. Additionally, primary department climate and leadership is a significant predictor of faculty vitality. Responses to the open-ended questions further elucidated extrinsic factors that positively and negatively affect vitality, including family and home life and dwindling funding from national medical research agencies. Faculty development efforts should be directed toward enhancing contributors to vitality.

Building leadership capacity through peer career coaching: a case study.

PubMed

Sabo, Kathy; Duff, Margaret; Purdy, Brendan

2008-01-01

Today's demanding healthcare environment requires resiliency, creativity and innovation in delivery of patient care and service. Hospitals must create a workplace where staff are supported to develop professionally as knowledge workers. In 2003, University Health Network (UHN) partnered with donnerwheeler, career planning and development consultants, to provide a program for its 2,700 registered nurses. One component of this project, a peer coaching program called Coach Mastery, is profiled in this case study, which describes how it was implemented and the successes, challenges and outcomes in building internal leadership capacity and supporting staff development through career planning and development.

"If You Look the Part You'll Get the Job": Should Career Professionals Help Clients to Enhance Their Career Image?

ERIC Educational Resources Information Center

Hooley, Tristram; Yates, Julia

2015-01-01

This article presents a critical exploration of the role of career professionals in supporting people to reflect on and enhance their appearance, attractiveness and self-presentation (career image). The article is conceptual and based on a review of the broader literature on career success, appearance and attractiveness. It explores the evidence…

Career Self-Management and Career Capital of Mid-Level Administrators in Higher Education Who Previously Served as Professional Academic Advisors

ERIC Educational Resources Information Center

Smith, Elecia Cole

2014-01-01

Understanding the prerequisites for career advancement helps to keep employees motivated and engaged. However, in the higher education (H.E.) workplace, where formalized career ladders are sparse and ambiguous for staff personnel--especially those in professional academic advising--employees who are interested in career advancement into mid-level…

Do Career Goals Promote Continuous Learning among Practicing Teachers?

ERIC Educational Resources Information Center

Ng, Chi-Hung

2010-01-01

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning…

The influence of age, playing position, anthropometry and fitness on career attainment outcomes in rugby league.

PubMed

Till, Kevin; Cobley, Steve; Morley, David; O'hara, John; Chapman, Chris; Cooke, Carlton

2016-01-01

This study evaluated the influence of annual-age category, relative age, playing position, anthropometry and fitness on the career attainment outcomes of junior rugby league players originally selected for a talent identification and development (TID) programme. Junior rugby league players (N = 580) were grouped retrospectively according to their career attainment level (i.e., amateur, academy and professional). Anthropometric (height, sitting height, body mass, sum of four skinfolds), maturational (age at peak height velocity; PHV) and fitness (power, speed, change of direction speed, estimated[Formula: see text]) characteristics were assessed at the Under 13s, 14s and 15s annual-age categories. Relative age (Q2 = 8.5% vs. Q4 = 25.5%) and playing position (Pivots = 19.5% vs. Props = 5.8%) influenced the percentage of players attaining professional status. Anthropometry and fitness had a significant effect on career attainment at the Under 14 (P = 0.002, η(2) = 0.16) and 15 (P = 0.01, η(2) = 0.12) annual-age categories. Findings at the Under 14s showed future professional players were significantly later maturing compared to academy and amateur players. Findings suggest that relative age, playing position, anthropometry and fitness can influence the career attainment of junior rugby league players. TID programmes within rugby league, and other related team sports, should be aware and acknowledge the factors influencing long-term career attainment, and not delimit development opportunities during early adolescence.

Utilizing Science Outreach to Foster Professional Skills Development in University Students

ERIC Educational Resources Information Center

Eng, Edward; Febria, Catherine

2011-01-01

Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the…

Setting Meaningful Criterion-Reference Cut Scores as an Effective Professional Development

ERIC Educational Resources Information Center

Munyofu, Paul

2010-01-01

The state of Pennsylvania, like many organizations interested in performance improvement, routinely engages in professional development activities. Educators in this hands-on activity engaged in setting meaningful criterion-referenced cut scores for career and technical education assessments using two methods. The main purposes of this study were…

Influence of HRM Practices on Organizational Commitment: A Study among Software Professionals in India

ERIC Educational Resources Information Center

Paul, A. K.; Anantharaman, R. N.

2004-01-01

Although organizational commitment has been discussed frequently in organizational psychology for almost four decades, few studies have involved software professionals. A study in India reveals that HRM practices such as employee-friendly work environment, career development, development oriented appraisal, and comprehensive training show a…

The APPA Journey and RMA Fourteeners Club

ERIC Educational Resources Information Center

Morris, John P.

2012-01-01

The APPA journey represents a continuum through one's career in educational facilities management. Early in one's career, APPA can assist with professional development such as the Facilities Drive-In Workshop, the Supervisor's Toolkit, the APPA Institute for Facilities Management, and the APPA Leadership Academy. APPA provides for both…

Career Development in Germany.

ERIC Educational Resources Information Center

Hass, Hubert

In Germany, after elementary school, the school system splits into three branches, with students either preparing for an apprenticeship or continuing in school. A second system exists, parallel to this education system, which combines general education with basic professional training. The first key career decision point is in Grade 4, when…

Research Capacity Strengthening in Low and Middle Income Countries - An Evaluation of the WHO/TDR Career Development Fellowship Programme.

PubMed

Käser, Michael; Maure, Christine; Halpaap, Beatrice M M; Vahedi, Mahnaz; Yamaka, Sara; Launois, Pascal; Casamitjana, Núria

2016-05-01

Between August 2012 and April 2013 the Career Development Fellowship programme of the Special Programme for Research and Training in Tropical Diseases (World Health Organization) underwent an external evaluation to assess its past performance and determine recommendations for future programme development and continuous performance improvement. The programme provides a year-long training experience for qualified researchers from low and middle income countries at pharmaceutical companies or product development partnerships. Independent evaluators from the Swiss Tropical and Public Health Institute and the Barcelona Institute for Global Health used a results-based methodology to review the programme. Data were gathered through document review, surveys, and interviews with a range of programme participants. The final evaluation report found the Career Development Fellowship to be relevant to organizers' and programme objectives, efficient in its operations, and effective in its training scheme, which was found to address needs and gaps for both fellows and their home institutions. Evaluators found that the programme has the potential for impact and sustainability beyond the programme period, especially with the successful reintegration of fellows into their home institutions, through which newly-developed skills can be shared at the institutional level. Recommendations included the development of a scheme to support the re-integration of fellows into their home institutions post-fellowship and to seek partnerships to facilitate the scaling-up of the programme. The impact of the Professional Membership Scheme, an online professional development tool launched through the programme, beyond the scope of the Career Development Fellowship programme itself to other applications, has been identified as a positive unintended outcome. The results of this evaluation may be of interest for other efforts in the field of research capacity strengthening in LMICs or, generally, to other professional development schemes of a similar structure.

The trainee leadership blueprint: opportunities, benefits, and a call to action.

PubMed

Gooding, Amanda; Block, Cady K; Brown, Daniel S; Sunderaraman, Preeti

2018-02-01

Leadership experiences are vital not only to individual long-term career success but also the development, direction, and operation of higher spheres including professional organizations and the field of clinical neuropsychology itself. The present paper presents a blueprint guide for neuropsychology trainees on available opportunities and resources for increasing their involvement in professional governance and developing leadership skills. First, we present a discussion of the benefits of leadership and professional service, including the acquisition of interpersonal skills and new professional competencies, the prospect of recognition and advancement, and the opportunity to participate in advocacy efforts. Then, we present an overview of existing opportunities for involvement, followed by the provision of specific, actionable items for trainees, mentors and leadership committees, and for neuropsychology organizations to ensure continued trainee engagement. These resources can serve as a guide for trainees and early career neuropsychologists seeking to acquire leadership proficiencies, and the recommendations aspire to promote advancement for trainees, professionals, and organizations alike.

Development of the Tongan American Health Professionals Association: Sharing, Mentoring and Networking for Community Health.

PubMed

Tui'one, Vanessa; Tulua-Tata, Alisi; Hui, Brian; Tisnado, Diana M

Tongan-Americans face severe disparities in health including diabetes, cardiovascular disease, and cancer. Educational disparities also affect health opportunities and well-being, influencing health status and community capacity to address disparities. Few resources have been identified within the Tongan-American community to address these concerns. The Tongan American Health Professionals Association (TAHPA) was conceived to identify and develop health and health career resources for the Tongan community. Through TAHPA, the Tongan-American community is utilizing a community-empowerment approach to address disparities and well-being. TAHPA was formed in 2008 through the leadership of individuals with a vision of a healthier Tongan-American community. TAHPA's purpose was to inspire and empower the Tongan-American community by developing an organization of Tongan-American health care professionals and pre-professionals, celebrating their accomplishments, and providing resources and support for educational and career development. Founders gathered in small work groups in community settings to discuss health concerns, well-being and solutions. Key community members facilitated the process to establish goals and objectives. To date, 40 Tongan health professionals and pre-professionals have become members. TAHPA's vision and outreach processes have been developed. TAHPA's uniqueness and strength is that it is rooted in the community, created by the community to serve the community.

A Case Study of Career Change Professionals in Middle School Teaching

ERIC Educational Resources Information Center

Cutler, Jessica Lynn

2017-01-01

The entrance of second-career professionals to the middle grades math/science education field indicates a shift from the typical work avenues to the field of Education. School culture/climate may also be affected by the insertion of older, experienced second-career professionals. Many educators will refer to the feeling of a "calling" to…

Early Career Teachers' Beliefs about Their Preparedness to Teach: Implications for the Professional Development of Teachers Working with Gifted and Twice-Exceptional Students

ERIC Educational Resources Information Center

Rowan, Leonie; Townend, Geraldine; Ewing, Bronwyn Frances

2016-01-01

Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused…

A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.

PubMed

Fleming, Geoffrey M; Simmons, Jill H; Xu, Meng; Gesell, Sabina B; Brown, Rebekah F; Cutrer, William B; Gigante, Joseph; Cooper, William O

2015-06-01

To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.

The Dual Impact of Gender and the Influence of Timing of Parenthood on Men's and Women's Career Development: Longitudinal Findings

ERIC Educational Resources Information Center

Abele, Andrea E.; Spurk, Daniel

2011-01-01

This study investigated the impact of gender, the gender-related self-concept (agency and communion), and the timing of parenthood on objective career success of 1,015 highly educated professionals. Hypotheses derived from a dual-impact model of gender and career-related processes were tested in a 5-wave longitudinal study over a time span of 10…

Clinical careers film.

PubMed

2015-09-01

Those interested in developing clinical academic careers might be interested in a short animated film by Health Education England (HEE) and the National Institute for Health Research. The three-minute film, a frame from which is shown below, describes the sort of opportunities that are on offer to all professionals as part of the HEE's clinical academic careers framework. You can view the film on YouTube at tinyurl.com/pelb95c.

Second-career science teachers' classroom conceptions of science and engineering practices examined through the lens of their professional histories

NASA Astrophysics Data System (ADS)

Antink-Meyer, Allison; Brown, Ryan A.

2017-07-01

Science standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards' emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers' personal histories with the latter and examined the extent to which they viewed that history as a factor in their teaching. Four, second-career science teachers with professional backgrounds in engineering, environmental, industrial, and research and development careers participated. Through the examination of participants' methodological and contextual histories in science and engineering, little evidence of conflict with teaching was found. They generally exemplified the agency and motivation of a second-career teacher-scientist that has been found elsewhere [Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393-415; Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57-75]. The methodological and pedagogical perspectives of participants are explored and a discussion of the implications of findings for science teacher education are presented.

Development of a Goal Setting Process and Instrumentation for Teachers and Principals.

ERIC Educational Resources Information Center

Minix, Nancy; And Others

A pilot program, the Career Ladder Plan, was developed in Kentucky to evaluate a teacher's performance in terms of professional growth and development and professional leadership/initiative based on that teacher's performance on a setting/goal attainment process. Goals jointly selected by the teacher and his/her principal must contribute to school…

The State of Professional Development for Teachers of Beginning Readers in Florida's Rural Schools

ERIC Educational Resources Information Center

Helvenston, Susan S.

2013-01-01

This study reviews the state of professional development (PD) for teachers of beginning readers in Florida's rural schools. Teachers of beginning readers need to have a deep understanding of language, of how the reading process develops, and of effective pedagogy in early literacy. Few teachers begin their careers with sufficient knowledge and…

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2012 CFR

2012-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2011 CFR

2011-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2014 CFR

2014-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2013 CFR

2013-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

40 CFR 45.110 - Objectives.

Code of Federal Regulations, 2010 CFR

2010-07-01

... traineeships for occupational and professional training, and to develop career-oriented personnel qualified to... assistance is available to: (a) Assist in developing, expanding, planning, implementing, and improving...

Mentoring as an Induction Tool in Special Education Administration

ERIC Educational Resources Information Center

Smith, Cynthia Sonderegger; Arsenault, Kimberly

2014-01-01

Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and…

Reaching the Top in Canadian Librarianship: A Biographical Study of Sex Differences in Career Development.

ERIC Educational Resources Information Center

Harris, Roma M.; Tague, Jean M.

1989-01-01

Presents results of intensive biographical interviews with male and female directors of academic, government, and large public library systems across Canada to examine differences in career paths. Topics discussed include publication record; professional associations; mobility; preprofessional library work experience; administrative preparation;…

75 FR 53969 - Office of Community Services: Notice To Award an Expansion Supplement

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-02

... related to job creation and new initiatives that target careers in energy efficiency and other...; and (3) collects, develops, and disseminates resources related to job creation and careers related to... through professional consultations and peer assistance sessions; and online toolkit(s). The T/TA CAP will...

A Statewide System To Track Medical Students' Careers: The Pennsylvania Model.

ERIC Educational Resources Information Center

Rabinowitz, Howard K.; Veloski, J. Jon; Aber, Robert C.; Adler, Sheldon; Ferretti, Sylvia M.; Kelliher, Gerald J.; Mochen, Eugene; Morrison, Gail; Rattner, Susan L.; Sterling, Gerald; Robeson, Mary R.; Hojat, Mohammadreza; Xu, Gang

1999-01-01

Pennsylvania developed a generalist physician initiative, inspired by that of the Robert Wood Johnson Foundation, initiating a longitudinal tracking system at six allopathic and two osteopathic medical schools to follow students from matriculation into professional careers. The statewide database includes information on over 18,000 students,…

Critical Incidents in the Lives of Gifted Female Finnish Scientists.

ERIC Educational Resources Information Center

Tirri, Kirsi; Koro-Ljungberg, Mirka

2002-01-01

A study investigated critical incidents in the professional and personal lives of 11 gifted Finnish female scientists. All made important life choices that promoted their talent and career development. The majority have also made some compromises related to their scientific interests and careers, as well as personal compromises. (Contains…

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

ERIC Educational Resources Information Center

Tran, Yune

2018-01-01

The development of elementary-aged students' STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary-aged students need developmentally appropriate STEM integrated opportunities in the classroom;…

Early Career Teacher Professional Development: Bridging Simulation Technology with Evidence-Based Behavior Management

ERIC Educational Resources Information Center

Shernoff, Elisa; Frazier, Stacy; Lisetti, Christine; Buche, Cedric; Lunn, Stephanie; Brown, Claire; Delmarre, Alban; Chou, Tommy; Gabbard, Joseph; Morgan, Emily

2018-01-01

Early career teachers working in high poverty schools face of overwhelming challenges navigating disruptive behaviors with studies highlighting behavior problems as one of the strongest predictors of turnover (Ingersoll & Smith, 2003). Simulation-based technology leverages important pedagogical strengths (e.g., realistic training context,…

Using Technology to Deliver Career Development Services: Supporting Today's Students in Higher Education

ERIC Educational Resources Information Center

Venable, Melissa A.

2010-01-01

Career services professionals are increasingly involved in decisions regarding the use of technology. This article presents a number of considerations to be explored, including the characteristics and needs of today's students, available technologies, funding requirements, and confidentiality issues. The author recommends an approach that includes…

Identity Development in Personal Branding Instruction

ERIC Educational Resources Information Center

Brooks, Ann K.; Anumudu, Chinedu

2016-01-01

Increased technology, integration of the global economy, and the shift from investing in long-term employees to hiring temporary contract workers have spawned pervasive employment insecurity. This trend has led to a growing industry of career and marketing professionals, who have found a career niche in helping job seekers create personal brands…

Careers in Student Affairs: A Holistic Guide to Professional Development in Higher Education

ERIC Educational Resources Information Center

Holzweiss, Peggy C., Ed.; Parrott, Kelli Peck, Ed.

2017-01-01

"Careers in Student Affairs" provides a comprehensive look at being a higher education administrator. Integrating perspectives from both research and practical application, this reader-friendly book addresses contemporary issues in the higher education environment that are not typically covered in the graduate curriculum but that…

A Summer Program Designed to Educate College Students for Careers in Bioinformatics

ERIC Educational Resources Information Center

Krilowicz, Beverly; Johnston, Wendie; Sharp, Sandra B.; Warter-Perez, Nancy; Momand, Jamil

2007-01-01

A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from…

Physical Education Teachers' Career-Long Professional Learning: Getting Personal

ERIC Educational Resources Information Center

Makopoulou, Kyriaki; Armour, Kathleen M.

2011-01-01

The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

Accounting Professionals and CPD: Attitudes and Engagement--Some Survey Evidence

ERIC Educational Resources Information Center

Rothwell, Andrew; Herbert, Ian

2007-01-01

Continuing Professional Development (CPD) is a major issue in post-compulsory education at the start of the twenty-first century. This paper reports the results of a recent survey of accountancy members which explored attitudes towards CPD in relation to employability, career success and professional identity. Attitudes to CPD are chiefly…

The Motherhood Penalty and the Professional Credential: Inequality in Career Development for Those with Professional Degrees

ERIC Educational Resources Information Center

Berggren, Caroline; Lauster, Nathanael

2014-01-01

Transitions from education to work constitute a distinct set of situations where discrimination is likely to occur. Gender beliefs generally disadvantage women, and when coupled with beliefs regarding parental responsibility, tend to heavily disadvantage mothers. Yet we suggest that professional credentials create a divided labour market, with…

Career opportunities for graduates with professional master's vs. PhD degrees.

PubMed

Gwirtz, Patricia A

2014-09-01

Professional science master's degree programs are an appealing option to those who want to pursue a professional career and/or seek advancement in their career that does not necessarily require the more advanced PhD degree. These programs are designed to meet a workforce need for professionals and can be completed within 2 years. The student learns the professional skills to be successful in their chosen field, and data indicate a great deal of satisfaction by graduates from these programs. In contrast, those who wish to have a career goal in academia or research usually will pursue a PhD degree. Table 1 shows the important similarities and differences a student should consider when deciding whether to pursue a PSM or Ph.D. degree.

The Career and Work Adaptability Questionnaire (CWAQ): a first contribution to its validation.

PubMed

Nota, Laura; Ginevra, Maria Cristina; Soresi, Salvatore

2012-12-01

Over the last decade, occupational changes have the rapidly changing job market has begun to demand that people more actively construct their professional lives and acquire career adaptability. The aim of the present study was to develop a specific, new instrument, "Career and Work Adaptability", to assess degree of adaptability in adolescents planning their futures. We conducted three studies, the first of which aimed to formulate the instrument's items and to verify its factor structure; the second study confirmed the instrument's multidimensional structure and evaluated its discriminant validity; the third study was conducted to verify the factorial structure's across-gender invariance and to evaluate its stability over time. Our results showed that the instrument is an effective and multidimensional instrument for accurately measuring career adaptability. Specifically, it can serve as a useful vocational guidance tool in analyzing adolescents' career adaptability. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Longitudinal Changes and Seasonal Variation in Body Composition in Professional Australian Football Players.

PubMed

Bilsborough, Johann C; Kempton, Thomas; Greenway, Kate; Cordy, Justin; Coutts, Aaron J

2017-01-01

To compare development and variations in body composition of early-, mid-, and late-career professional Australian Football (AF) players over 3 successive seasons. Regional and total-body composition (body mass [BM], fat mass [FM], fat-free soft-tissue mass [FFSTM], and bone mineral content [BMC]) were assessed 4 times, at the same time of each season-start preseason (SP), end preseason (EP), midseason (MS), and end season (ES)-from 22 professional AF players using pencil-beam dual-energy X-ray absorptiometry. Nutritional intake for each player was evaluated concomitantly using 3-d food diaries. Players were classified according to their age at the beginning of the observational period as either early- (<21 y, n = 8), mid- (21 to 25 y, n = 9), or late- (>25 y, n = 5) career athletes. Early-career players had lower FFSTM, BMC, and BM than mid- and late-career throughout. FM and %FM had greatest variability, particularly in the early-career players. FM reduced and FFSTM increased from SP to EP, while FM and FFSTM decreased from EP to MS. FM increased and FFSTM decreased from MS to ES, while FM and FFSTM increased during the off-season. Early-career players may benefit from greater emphasis on specific nutrition and resistance-training strategies aimed at increasing FFSTM, while all players should balance training and diet toward the end of season to minimize increases in FM.

Career development resource: academic career in surgical education.

PubMed

Sanfey, Hilary; Gantt, Nancy L

2012-07-01

Academic surgeons play an instrumental role in the training of our medical students and surgical residents. Although volunteer faculty often have an important role in the clinical development of surgeons-in-training, the tasks of curricular development, structured didactic sessions, professional advising, research sponsorship, and mentoring at all levels fall to the academic surgeon. Historically, the career advancement path for an academic physician favored grant acquisition and scholarly publication. Broader definitions of scholarship have emerged, along with corresponding modifications in academic award systems that allow advancement in faculty rank based on a surgeon's educational efforts. Copyright © 2012 Elsevier Inc. All rights reserved.

Fueling Chemical Engineering Concepts with Biodiesel Production: A Professional Development Experience for High School Pre-Service Teachers

ERIC Educational Resources Information Center

Gupta, Anju

2015-01-01

This one-day workshop for pre-service teachers was aimed at implementing a uniquely designed and ready-to-implement chemical engineering curriculum in high school coursework. This educational and professional development opportunity introduced: 1) chemical engineering curriculum and career opportunities, 2) basic industrial processes and flow…

Becoming Music Teacher Educators: Learning from and with Each Other in a Professional Development Community

ERIC Educational Resources Information Center

Pellegrino, Kristen; Sweet, Bridget; Derges Kastner, Julie; Russell, Heather A.; Reese, Jill

2014-01-01

During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal…

Developing Recreation, Leisure, and Sport Professional Competencies through Practitioner/Academic Service Engagement Partnerships

ERIC Educational Resources Information Center

VanSickle, Jennifer; Schaumleffel, Nathan A.

2016-01-01

The goal of many universities is to prepare students for professional careers, especially in the applied field of recreation, leisure, and sport (Smith, O'Dell, & Schaumleffel, 2002). While some universities continue to use traditional knowledge-transfer methods to accomplish this goal, others have developed service engagement projects that…

Idaho Secondary Principals Perceptions of CTE Teachers' Professional Development Needs

ERIC Educational Resources Information Center

Cannon, John G.; Tenuto, Penny; Kitchel, Allen

2013-01-01

The purpose of this research was to identify secondary principals' perceptions of Career and Technical Education (CTE) teacher's professional development needs. A descriptive instrument based on Borich's (1980) Needs Assessment Model was completed by 128 respondents (N = 256). Items related to teaching in a CTE program were used to rate the…

Achieving the Goals. Goal 4: Teacher Education and Professional Development.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Goal 4 of the National Education Goals envisions that teachers will have access to programs for the continued improvement of their professional skills. This book examines what federal agencies are doing to enhance teacher preparation, presents information on career-long development, and offers program descriptions and contact names. The first…

Creating a Personal Competitive Advantage by Developing a Professional Online Presence

ERIC Educational Resources Information Center

Edmiston, Dawn

2014-01-01

The recent global economic crisis has created a hypercompetitive job market in which students have struggled to attain positions in fields related to their disciplines. In an effort to provide students with tools to achieve career success, this paper outlines the elements for "Developing POP! A Professional Online Presence." This…

Reported Voice Difficulties in Student Teachers: A Questionnaire Survey

ERIC Educational Resources Information Center

Fairfield, Carol; Richards, Brian

2007-01-01

As professional voice users, teachers are particularly at risk of abusing their voices and developing voice disorders during their career. In spite of this, attention paid to voice care in the initial training and further professional development of teachers is unevenly spread and insufficient. This article describes a questionnaire survey of 171…

Career Transitions and Professional Development of Bulgarian Immigrants in the United States

ERIC Educational Resources Information Center

Angelova, Iva

2016-01-01

This paper focuses on job transitions and professional development of immigrants in the United States. Using narrative as a method and exploring Bulgarian immigrants' personal experience stories, this report shares some of the findings from the author's dissertation. Upon coming to the United States, the Bulgarian immigrants experienced a…

"There's Magic in the Web": e-Mentoring for Women's Career Development

ERIC Educational Resources Information Center

Headlam-Wells, Jenny; Gosland, Julian; Craig, Jane

2005-01-01

Purpose: This paper aims to advance the argument for the transformative potential of e-mentoring for professional women. Design/methodology/approach: Existing mentoring and e-mentoring models are evaluated as the context for the development of an innovative e-mentoring programme for professional women in the UK (Empathy-Edge). The European…

Beyond Cruise Control: The Promise of Professional Development.

ERIC Educational Resources Information Center

Schuman, Lucy J.

This paper describes a professional development effort designed to revitalize, remotivate and reactivate an experienced staff of teachers. This program creates an organizational culture in which each individual is perceived as a learner and a leader. The program is designed to meet the needs of the teaching staff at any place in their career cycle…

Impact Evaluation of National Writing Project Professional Development Program

ERIC Educational Resources Information Center

Gallagher, H. Alix; Woodworth, Katrina; McCaffrey, Teresa; Park, Christina J.; Wang, Haiwen

2014-01-01

Improving teacher effectiveness is a key strategy to ensure student readiness for college and careers and to address achievement gaps and persistent low performance. In response to the new Common Core State Standards for English Language Arts (CCSS-ELA) the National Writing Project (NWP) created a professional development (PD) program to support…

The Intersections and Impact of Professional Development for Women Chief Student Affairs Officers

ERIC Educational Resources Information Center

Wegner, Jennifer

2017-01-01

Professional development is learner-centered, where the responsibility to engage in further educational experiences belongs to the individual and is a critical way to prepare for career advancement. In higher education, cisgender women do not hold the majority of chief student affairs officers (CSAO) positions, which is unexpected given their…

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

This Is a Job!: Second Career Teachers' Cultural and Professional Capital and the Changing Landscape of Teaching

ERIC Educational Resources Information Center

Nielsen, Ann Walker

2014-01-01

As newcomers to schools in the last thirty years, second career teachers, were studied to better understand this group of teachers within schools. Second career teachers bring professional knowledge that did not originate in the field of teaching to their teaching career such as relationship building and collaboration. The professional…

Special Programs in Medical Library Education, 1957-1971: Part IV. Career Characteristics of Two Groups of Medical Librarians *†

PubMed Central

Roper, Fred W.

1974-01-01

This final report compares career characteristics of former trainees employed in medical libraries in 1971 with those of another group of professional medical librarians who did not enter medical librarianship from special training programs. Career characteristics include career advancement (position level, number of people supervised, salary level), professional utilization (tasks perforṁed), and professional activity (association memberships and offices, number of journals read, continuing education activity). The comparison of characteristics for the two groups showed many similarities. A major difference appeared in the career advancement comparison. For the former trainees, economic advancement seems less dependent on upward movement in line positions. This suggests the possibility of two career tracks available to them. PMID:4462688

Gender differences in how retirees perceive factors influencing unretirement.

PubMed

Armstrong-Stassen, Marjorie; Staats, Sara

2012-01-01

Returning to paid employment after retirement is occurring in many developed countries and can be expected to increase in the future. This study compared how women (n = 202) and men (n = 347) who had retired from a managerial or professional career occupation perceived factors associated with unretirement. Retired professional women perceived reasons to unretire, age-friendly human resource practices, and re-entry barriers to have greater influence on retirees' decision to unretire than retired managerial women and retired men. Both groups of retired women perceived training and development opportunities to have more influence than retired men. A major contribution of this study is the identification of pre-retirement career occupation as having an important effect on how female, but not male, retirees perceived the various factors. The findings suggest that researchers and employers need to consider the diversity that exists among retirees, not only gender differences but also differences among retired career women.

Working with and promoting early career scientists within a larger community

NASA Astrophysics Data System (ADS)

Pratt, K.

2017-12-01

For many scientific communities, engaging early career researchers is critical for success. These young scientists (graduate students, postdocs, and newly appointed professors) are actively forming collaborations and instigating new research programs. They also stand to benefit hugely from being part of a scientific community, gaining access to career development activities, becoming part of strong collaborator networks, and achieving recognition in their field of study — all of which will help their professional development. There are many ways community leaders can work proactively to support and engage early career scientists, and it it is often a community manager's job to work with leadership to implement such activities. In this presentation, I will outline ways of engaging early career scientists at events and tailored workshops, of promoting development of their leadership skills, and of creating opportunities for recognizing early career scientists within larger scientific communities. In this talk, I will draw from my experience working with the Deep Carbon Observatory Early Career Scientist Network, supported by the Alfred P. Sloan Foundation.

The Coming of Age of the Academic Career: Differentiation and Professionalization of German Academic Positions from the 19th Century to the Present

ERIC Educational Resources Information Center

Waaijer, Cathelijn J. F.

2015-01-01

In modern academic career systems there are a large number of entry positions, much smaller numbers of intermediate positions, and still fewer full professorships. We examine how this system has developed in Germany, the country where the modern academic system was introduced, tracing the historical development of academic positions since the…

Who We Are: An In-Depth Look at the Educational Backgrounds, Career Paths and Development Needs of Chief Admission Officers and Enrollment Managers

ERIC Educational Resources Information Center

Schulz, Scott Andrew; Lucido, Jerome A.

2011-01-01

The University of Southern California (USC) Center for Enrollment Research, Policy, and Practice, dedicated to research and action that advances the societal benefit of enrollment policies and practices in higher education, sought to shed light on professional preparation, career path and development issues related to chief admission officers and…

Professional development themes in strength and conditioning coaches.

PubMed

Tod, David A; Bond, Kath A; Lavallee, David

2012-03-01

The purpose of this study was to explore professional development themes in experienced strength and conditioning coaches. Strength and conditioning coaches (N = 15, mean age = 34.3 years, SD = 5.2 years) with 11.4 (SD = 4.9) years experience working with elite, professional, or talented athletes were interviewed about their professional development. The interviews were transcribed verbatim and content analyzed. Over time, subjects' service-delivery practices became more flexible and client driven. Their role understanding also broadened to include various dimensions, such as the need to consider various stakeholders and the value of good relationships with athletes. The subjects shifted from relying on external justification for professional decision making to their experience-based knowledge. The subjects believed athlete work experience, interactions with senior strength and conditioning coaches and other colleagues, the professional literature, and nonprofessional experiences, such as their own athletic experience and sales or managerial training, were the primary influences on their professional development. Typically, the subjects experienced anxiety about their competence, both early in their careers and when working in new contexts or with new athlete groups, but over time, they developed increased confidence. In addition, the subjects experienced reduced narcissism over time about the control they had over athletes and their competitive results. The current results provide information about the characteristics of effective strength and conditioning coaches, the ways they develop their competencies to help athletes, and the emotions they experience throughout their careers. These results may help strength and conditioning practitioners in planning and optimizing their professional development and effectiveness with athletes.

Strategies for exposing students to potential careers in the geosciences and preparing them with skillsets valued by today's workforce: a case study

NASA Astrophysics Data System (ADS)

Sloan, V.; Haacker, R.

2016-12-01

Students, graduate students, and postdocs facing the job market cite a lack of familiarity with non-academic careers in the geosciences, uncertainty about the skills needed, and fear of the future. We work with these groups in several education programs at the National Center for Atmospheric Research (NCAR), and have interviewed and polled them about these issues. Surveys of and focus groups with alumni from two of these programs, an undergraduate career development program and a postdoctoral study program, provided insight into their employment and the skills that they see as valuable in their careers. Using this data, we redesigned the one-week undergraduate program, called the NCAR Undergraduate Leadership Workshop, with the goals of: (1) exposing students to the diversity of careers in the geosciences; (2) providing students with practice developing their non-technical skills, and; (3) creating content about careers in the atmospheric sciences for sharing with other students in the community. Students self-organized into consulting groups and had to propose and design their projects. During the course of the week, students interacted with approximately twenty professionals from fields in or related to the geosciences through lectures, lunch conversations, and student-led interviews. The professionals were asked to described their own work and the meanders of their career paths, to illustrate the range of professions in our field. The teams then developed creative materials intended for sharing these profiles, such as websites, powerpoint presentations and videos, and presented them formally at the week's end. In this presentation, we will share about this case study, the survey results on competencies valued in today's STEM workforce, and techniques for giving students practice developing those skills.

The risk of chronic traumatic brain injury in professional boxing: change in exposure variables over the past century.

PubMed

Clausen, H; McCrory, P; Anderson, V

2005-09-01

To determine if boxing exposure has changed over time and hence if current professional boxers are at the same risk of developing chronic traumatic brain injury (CTBI) as historical controls. Literature review of published studies and analysis of data of active professional boxers. Professional boxers in the United Kingdom and Australia. Boxing history and participation in sparring and professional bouts. Since the 1930s, the average duration of a professional boxer's career has dropped from 19 years to five years, and the mean number of career bouts has reduced from 336 to 13. This is despite no significant decline in participation rates from 1931 until 2002. The incidence of boxing related CTBI will diminish in the current era of professional boxing because of the reduction in exposure to repetitive head trauma and increasing medical monitoring of boxers, with preparticipation medical and neuroimaging assessments resulting in the detection of early and potentially pre-symptomatic cases of CTBI.

New dietetic practitioners' perspectives on their education and training.

PubMed

Brady, Jennifer; Lordly, Daphne; MacLellan, Debbie; Gingras, Jacqui

2012-01-01

To elucidate the complex phenomenon of dietitian professional socialization, we examined factors that influence people's decisions to pursue a career in dietetics and how education and training processes influence the professional socialization of dietitians. Participants (n=12) had less than three years of work experience and included alumni from three Canadian universities representing different models of entry to practice. Three one-on-one interviews were conducted with each participant. The key influencing factor in participants' decision to pursue dietetics was the perceived congruence between dietetics and other aspects of their lives, including early interests and experiences (sports, food and cooking, an eating disorder), career aspirations (science, health care), and social networks (the desire to be a professional). A pivotal experience during high school or while enrolled in or after graduation from another program prompted participants' awareness of and subsequent decision to pursue a career in dietetics. Supportive relationships were vital to participants' professional socialization. Recruitment materials and education opportunities should help aspiring dietitians develop a clear idea of what being a dietitian means. Dietetic educators must attend to the informational and relational aspects involved in shaping future practitioners' dietitian identities.

Maximizing competence through professional development: increasing disability knowledge among One-Stop Career Center staff.

PubMed

Hall, Allison Cohen; Timmons, Jaimie Ciulla; Boeltzig, Heike; Hamner, Doris; Fesko, Sheila

2006-01-01

The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities.

A novel phased-concept course for the delivery of anatomy and orthopedics training in medical education.

PubMed

Klima, Stefan; Hepp, Pierre; Löffler, Sabine; Cornwall, Jon; Hammer, Niels

2017-07-01

Integration of anatomy and clinical teaching is a theoretical ideal, yet there is a worldwide paucity of such amalgamation. These teaching models provide support for medical trainees, an important element in Germany where orthopedic intern numbers have declined and anecdotal evidence suggests disinterest in orthopedics. The aim of the study was to develop an integrated anatomy-surgical course for undergraduate medical training, assess the model developed, and explore how medical students perceive orthopedics as a career. The course was to deliver medical anatomy and clinical orthopedic training, focusing on interdisciplinary teaching and learning, vertical integration of clinical knowledge and skills, and professional interaction. Survey evaluation of the course and students' perceptions of orthopedic careers was performed, including Likert-type responses rating variables of interest. A phased-concept program of five courses, each optional and under one-week in duration, was developed parallel to the undergraduate medical program. Delivered by anatomists and surgeons, courses included biomechanics, advanced dissection, surgical approaches, casts and implants, and sports medicine. Course data indicate positive support for course format, stimulation of interest, and high clinical relevance. Students are generally interested in surgery, and identify hierarchy, lawsuits, bureaucracy and physical stress as barriers to orthopedic careers. This novel phased-concept successfully delivers combined anatomy and surgery training in a vertically-integrated format while addressing students' clinical and professional skills. The format facilitates an appreciation of potential career options in orthopedics, while fostering professional skills during medical training. Barriers to careers in orthopedics can now be addressed in future courses. Anat Sci Educ 10: 372-382. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

78 FR 65715 - Request for Comments on the Program Solicitation for the Advanced Technological Education Program...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-01

... academic institutions and industry to promote improvement in the education of science and engineering...; professional development of college faculty and secondary school teachers; career pathways to two-year colleges from secondary schools and from two-year colleges to four-year institutions; career pathways that lead...

New Wine in New Bottles: Transforming Vocational Education into Career and Technical Education. Practice Application Brief No. 21.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

Teachers responsible for transforming their vocational education programs into career and technical education (CTE) programs need to concentrate on ensuring programs' technical and academic rigor, engaging in collaboration in school and in the community, keeping current through professional development experiences, and extending learning beyond…

Career Pathways of Teacher Leaders in the United States: Adding and Path-Finding New Professional Roles

ERIC Educational Resources Information Center

Eckert, Jonathan; Ulmer, Jasmine; Khachatryan, Edit; Ledesma, Patrick

2016-01-01

This study examines how participation in a US Department of Education policy fellowship influenced the career pathways of teacher leaders. This sample of teacher leaders is illustrative of teacher leadership development beyond the classroom and demonstrates challenges and opportunities. Notably, 64% of participants reported changing their…

Networking in the Workplace: Implications for Women's Career Development

ERIC Educational Resources Information Center

Wang, Jia

2009-01-01

Although the value of social capital for organization and individual career success is widely recognized, gender as a moderator in the building of social capital in organizational settings has not received adequate research attention. This chapter looks at how professional women use one aspect of social capital--networks--to assist with their…

Strengthening the Superintendent Pipeline and Professional Development Options. Implications from UCEA

ERIC Educational Resources Information Center

McCord, Bob

2009-01-01

The dramatic change over the past 20 years of the demographics, education and career trajectory of superintendents has significant implications for the nation's schools. Since 1923, the State of the American School Superintendency has documented the evolution of superintendents' careers and school district leadership more broadly. The most recent…

He Works, She Works: Successful Strategies for Working Couples.

ERIC Educational Resources Information Center

Carter, Jaine; Carter, James D.

This book, written jointly by a working professional couple, looks at the reality of two-career marriages and explores strategies to help couples develop optimally in their careers and in their personal lives. The book is organized in three sections. The first section examines the challenges facing working couples--their role expectations and…

Telling Tales: The Value of Storytelling for Early Career Teachers

ERIC Educational Resources Information Center

Allard, Andrea C.; Doecke, Brenton

2017-01-01

This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers' stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our…

Investigating Advanced Professional Learning of Early Career and Experienced Teachers through Program Portfolios

ERIC Educational Resources Information Center

Fox, Rebecca K.; Muccio, Leah S.; White, C. Stephen; Tian, Jie

2015-01-01

Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…

Leadership mindset in mental health.

PubMed

Ng, Lillian; Steane, Richard; Scollay, Natalie

2018-02-01

The objective of this study was to explore the concept of mindset for psychiatrists who are considering stepping into the leadership arena. Qualitative themes were extracted from dialogue on leadership development at a Royal Australian and New Zealand College of Psychiatrists forum for early career psychiatrists. Three key themes were identified: adapting to a professional identity as psychiatrists; developing a mindset for leadership; and acting intentionally to seek opportunities for leadership. Shifts in professional identity occur in the transition from trainee to specialist as early career psychiatrists become increasingly aware of broad systemic factors in clinical care. The concept of a mindset, distinct from a skillset of knowledge and expertise, may be an emergent quality for psychiatrists who are seeking to develop their leadership potential.

Managerial orientation and career success of physicians in hospitals.

PubMed

Vera, Antonio; Hucke, Desdemona

2009-01-01

This article aims to investigate the impact of managerial orientation on the career success of physicians employed in hospitals. The authors collected data between August and October 2006 using a written questionnaire that was sent to all 278 physicians employed in two German hospitals. The data was analyzed using a multinomial logistic regression. The data indicate that a pronounced managerial orientation has indeed a positive impact on the career success of physicians in hospitals. But the results vary with respect to the different dimensions of managerial orientation. Some aspects of managerial orientation are more compatible with physicians' professional values and, consequently, more relevant for career success than others. The acquisition and improvement of management skills seems to be a crucial factor. The impact of managerial orientation on the career success of physicians has been unclear so far. Physicians are trained and socialized according to professional values and norms that are considered to be the antithesis of a managerial orientation. Furthermore, the typical career paths of professionals are different from careers of other occupational groups. However, this paper shows that physicians employed in hospitals need a certain degree of managerial orientation to have a successful and satisfying professional career.

What are the career planning and development practices for nurses in hospitals? Is there a difference between private and public hospitals?

PubMed

Sonmez, Betul; Yildirim, Aytolan

2009-12-01

The aim was to determine the opinions of nurse managers about career planning and development for nurses in hospitals. Career planning and development are defined as an important and necessary tool in the development of nurses as professionals and in retaining nurses in a facility. A descriptive survey. The research population comprised nurse managers in 200+ bed hospitals on the European side of Istanbul province (n = 668). The entire population was targeted and 373 nurse managers were included in the study (55.8% return rate). Data were collected with a 32-item survey form that had three sections to determine the nurse managers' demographic characteristics, the career development practices at the facility where they worked, the nurse managers' responsibilities for career development and their expected competencies and recommendations. The findings of this study suggest that the most common technique used for nurses for career development was education programs, the career development practices of private hospitals were more developed than public hospitals and the nurse managers' perceptions about career development were different according to their management level, age group and educational level (p < 0.05). Although different practices were found in public and private hospitals in Turkey there were no effective career development practices identified and the nurse managers did not have agreement on the subject of career development. Hospitals which provide opportunity for horizontal and vertical promotion and have clear development policies will be successful hospitals which are preferred by high quality nurses. This study draws attention to the importance of career planning in nursing and the need for nurse managers to take an active role in career planning and development.

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Professional behaviors, sense of belonging, and professional socialization of early career clinical laboratory scientists

NASA Astrophysics Data System (ADS)

Schill, Janna Marie

Professional socialization is a process that individuals experience as members of a profession and consists of the knowledge, attitudes, and experiences that influence and shape their professional identity. The process of professional socialization has not been studied in the clinical laboratory science profession. Clinical laboratory science is an allied health profession that is faced by a workforce shortage that has been caused by a decrease in new graduates, decreased retention of qualified professionals, and increased retirements. Other allied health professions such as nursing, athletic training, and pharmacy have studied professional socialization as a way to identify factors that may influence the retention of early career professionals. This mixed method study, which quantitatively used Hall's Professionalism Scale (1968) in addition to qualitative focus group interviews, sought to identify the professional attitudes and behaviors, sense of belonging, and professional socialization of early career clinical laboratory scientists. Early career clinical laboratory scientists were divided into two groups based upon the amount of work experience they had; new clinical laboratory science graduates have had less than one year of work experience and novice clinical laboratory scientists had between one and three years of work experience. This study found that early career clinical laboratory scientists have established professional identities and view themselves as members of the clinical laboratory science field within four proposed stages of professional socialization consisting of pre-arrival, encounter, adaptation, and commitment. New CLS graduates and novice clinical laboratory scientists were found to be at different stages of the professional stage process. New CLS graduates, who had less than one year of work experience, were found to be in the encounter stage. Novice clinical laboratory scientists, with one to three years of work experience, were found to be in the adaptation stage. In order for early career clinical laboratory scientists to successfully transition from student to committed professional, increased support from more experienced colleagues needs to be provided for this group of laboratory professionals. This study provided an initial examination of the professional socialization process in the CLS profession and adds to existing professional socialization studies in allied health.

Workshop IV: Professional Development and Leadership

NASA Astrophysics Data System (ADS)

Sui, Man-Ling; Yoon, Jin-Hee

2015-12-01

The Professional Development and Leadership workshop of the 5th IUPAP International Conference on Women in Physics was aimed at identifying and overcoming the personal and professional roadblocks that female physicists experience while pursuing their careers and obtaining leadership positions. Participants shared their thoughts and experiences related to the workshop's three sessions—Leadership, Education, and Inspiration—and concluded by formulating resolutions and recommendations to present to the International Union of Pure and Applied Physics (IUPAP).

Career Length and Performance Among Professional Baseball Players Returning to Play After Hip Arthroscopy.

PubMed

Frangiamore, Salvatore J; Mannava, Sandeep; Briggs, Karen K; McNamara, Shannen; Philippon, Marc J

2018-05-01

Hip arthroscopy has been shown to be effective for management of symptomatic femoroacetabular impingement (FAI) in professional athletes; however, it is unclear how hip arthroscopy affects career length and performance when professional baseball players return to play. To determine the career length, performance, and return-to-play rates of professional baseball players after undergoing arthroscopy for symptomatic FAI. Case series; Level of evidence, 4. Forty-four professional baseball players (51 hips) underwent hip arthroscopy for FAI between 2000 and 2015 by a single surgeon. Data were retrieved for each player from MLB.com , MiLB.com , Baseballreference.com , and individual team websites. Age, surgical procedure, and intraoperative findings were also used in analysis. Return to play was defined as playing in a preseason or regular season major or minor league game after arthroscopy. Career length was measured as total years played before and after arthroscopy. Performance measures included earned run average for pitchers, batting average for position players, and games played for all players. Of the 44 players, there were 21 pitchers and 23 position players. Ninety-five percent (n = 42) were able to return to professional baseball after hip arthroscopy. The mean career length for all players was 9.5 years. The mean career length after return to play was 3.6 seasons (range, 1-14 seasons). Pitchers had a mean career length of 8.7 years (3.3 after surgery), and position players averaged a career length of 10 years (3.9 after surgery). There were no differences in performance measures between preinjury and postoperative values. Professional baseball players undergoing hip arthroscopy for FAI returned to sport and had similar performance as they did before injury. The average career length was 9.5 years. In our study cohort, more pitchers than position players underwent hip arthroscopy. Hip arthroscopy appears to be an effective surgical intervention, allowing for return to play after complete recovery.

Career mobility: equipping nurses for health care beyond the year 2000.

PubMed

Doswell, W M

1996-01-01

Nurses are faced with uncertain employment in today's rapidly changing work place. The key to survival in this environment is to provide innovative, cost-effective, yet outcome-oriented methods of patient care delivery. Professional nurses and nursing students should make career mobility their watchword. Career mobility defines a planned trajectory which is flexible, role-expandable, and capable of adjusting to the sudden changes in direction which arise as nurses progress through their professional career. Nursing students must carefully examine the educational program they chose, and, once graduated, should use an innovative approach to the health care job market, with emphasis on professional nursing careers outside the traditional employment roles.

How Professional Development in Project Lead the Way: Changes High School STEM Teachers' Beliefs about Engineering Education

ERIC Educational Resources Information Center

Nathan, Mitchell J.; Atwood, Amy K.; Prevost, Amy; Phelps, L. Allen; Tran, Natalie A.

2011-01-01

This quasi-experimental study measured the impact of Project Lead the Way (PLTW) instruction and professional development training on the views and expectations regarding engineering learning, instruction and career success of nascent pre college engineering teachers. PLTW teachers' initial and changing views were compared to the views exhibited…

Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership

ERIC Educational Resources Information Center

Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia

2017-01-01

In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and STEM Career Awareness

ERIC Educational Resources Information Center

Knowles, J. Geoff

2017-01-01

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: (1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; (2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student…

Back to the Future: Professional Development

ERIC Educational Resources Information Center

Cox, Marge

2015-01-01

As an educator for thirty-four years, the author describes several great changes she has seen in the field of education since she started in the 1970s. The author gives advice to educators just beginning their careers. Old and new ways of receiving professional development are explained along with the limitations and benefits of these options.…

Faculty Professional Development Needs and Career Advancement at Tribal Colleges and Universities

ERIC Educational Resources Information Center

Al-Asfour, Ahmed; Young, Suzanne

2017-01-01

Professional development needs of faculty who are teaching at Tribal Colleges and Universities were examined in this survey research study. The majority of 126 respondents to the online survey reported that they were full-time faculty members, female, not tribal members, and had taught five or less years. Respondents reported that the two greatest…

BioBridge Professional Development: Bringing Innovative Science into the Classroom

ERIC Educational Resources Information Center

Babendure, Jeremy; Thompson, Loren; Peterman, Karen; Teiper, Leanne; Gastil, Heather; Liwanag, Heather; Glenn-Lee, Shelley

2011-01-01

The BioBridge Professional Development model was created to bring current and relevant science into the high school classroom. The purpose of this intervention was to connect teachers with relevant science and to create innovative, hands-on activities that engage students, with the goal of increasing student interest in STEM careers. To this end,…

Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

ERIC Educational Resources Information Center

Bacheler, Margaret

2015-01-01

The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

The ESWN network as a platform to increase international collaboration between women in the Earth Sciences

NASA Astrophysics Data System (ADS)

Braker, Gesche; Wang, Yiming; Glessmer, Mirjam; Kirchgaessner, Amelie

2014-05-01

The Earth Science Women's Network (ESWN; ESWNonline.org) is an international peer-mentoring network of women in the Earth Sciences, many in the early stages of their careers. ESWN's mission is to promote career development, build community, provide opportunities for informal mentoring and support, and facilitate professional collaborations. This has been accomplished via email and a listserv, on Facebook, at in-person networking events, and at professional development workshops. In an effort to facilitate international connections among women in the Earth Sciences, ESWN has developed a password protected community webpage supported by AGU and a National Science Foundation ADVANCE grant where members can create an online presence and interact with each other. For example, groups help women to connect with co-workers or center around a vast array of topics ranging from research interests, funding opportunities, work-life balance, teaching, scientific methods, and searching for a job to specific challenges faced by women in the earth sciences. Members can search past discussions and share documents like examples of research statements, useful interview materials, or model recommendation letters. Over the last 10 years, ESWN has grown by word of mouth to include more than 1600 members working on all 7 continents. ESWN also offers professional development workshops at major geologic conferences around the world and at ESWN-hosted workshops mostly exclusively throughout the United States. In 2014, ESWN offers a two day international workshop on communication and networking skills and career development. Women working in all disciplines of Earth Sciences from later PhD level up to junior professors in Europe are invited to the workshop that will be held in Kiel, Germany. The workshop offers participants an individual personality assessment and aims at providing participants with improved communication and networking skills. The second focus will be to teach them how to use them successfully to empower women working in Earth Sciences to critically reflect their career path and help them to successfully progress into leadership positions. The workshop will be complemented with a panel discussion involving women at different steps of their careers including role models on the academic and non-academic career track.

Preparing Graduate Students for Non-Academic Careers

NASA Astrophysics Data System (ADS)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Teacher Networks Companion Piece

ERIC Educational Resources Information Center

Hopkins, Ami Patel; Rulli, Carolyn; Schiff, Daniel; Fradera, Marina

2015-01-01

Network building vitally impacts career development, but in few professions does it impact daily practice more than in teaching. Teacher networks, known as professional learning communities, communities of practice, peer learning circles, virtual professional communities, as well as other names, play a unique and powerful role in education. In…

English and Work Experience for Professionals.

ERIC Educational Resources Information Center

Rubrecht, Penthes; Gillies, Ellen

1993-01-01

Discusses a course designed for professionals in engineering, architecture, and business administration who were displaced, unemployed, or underemployed. The course contained 3 components: 12 weeks of intensive language training geared to the profession and workplace, individualized counseling and career path development, and a 4-week work…

Who Wants to Be an Intrapreneur? Relations between Employees' Entrepreneurial, Professional, and Leadership Career Motivations and Intrapreneurial Motivation in Organizations.

PubMed

Chan, Kim-Yin; Ho, Moon-Ho R; Kennedy, Jeffrey C; Uy, Marilyn A; Kang, Bianca N Y; Chernyshenko, Olexander S; Yu, Kang Yang T

2017-01-01

This paper reports an empirical study conducted to examine the relationship between employees' Entrepreneurial, Professional, and Leadership (EPL) career motivations and their intrapreneurial motivation. Using data collected from 425 working adults in the research/innovation and healthcare settings, we develop a self-report measure of employee intrapreneurial motivation. We also adapt an existing self-report measure of E, P, and L career motivations (previously developed and used with university students) for use with working adult organizational employees. Confirmatory factor analysis indicate that E, P, and L motivations and intrapreneurial motivation can be measured independently and reliably, while regression analyses show that the employees' E, P, and L motivations all contribute to explaining variance in their intrapreneurial motivation. Individuals with high E, P, and L motivational profiles are also found to have the highest intrapreneurial motivation scores, while those low on E, P, and L motivations have the least intrapreneurial motivation. Our findings suggest that the potential for intrapreneurship is not unique to only entrepreneurial employees. Instead, one can find intrapreneurs among employees with strong leadership and professional motivations as well. We discuss the findings in the context of generating more research to address the challenges of talent management in the 21st century knowledge economies where there is greater career mobility and boundarylessness in the workforce.

Who Wants to Be an Intrapreneur? Relations between Employees’ Entrepreneurial, Professional, and Leadership Career Motivations and Intrapreneurial Motivation in Organizations

PubMed Central

Chan, Kim-Yin; Ho, Moon-Ho R.; Kennedy, Jeffrey C.; Uy, Marilyn A.; Kang, Bianca N. Y.; Chernyshenko, Olexander S.; Yu, Kang Yang T.

2017-01-01

This paper reports an empirical study conducted to examine the relationship between employees’ Entrepreneurial, Professional, and Leadership (EPL) career motivations and their intrapreneurial motivation. Using data collected from 425 working adults in the research/innovation and healthcare settings, we develop a self-report measure of employee intrapreneurial motivation. We also adapt an existing self-report measure of E, P, and L career motivations (previously developed and used with university students) for use with working adult organizational employees. Confirmatory factor analysis indicate that E, P, and L motivations and intrapreneurial motivation can be measured independently and reliably, while regression analyses show that the employees’ E, P, and L motivations all contribute to explaining variance in their intrapreneurial motivation. Individuals with high E, P, and L motivational profiles are also found to have the highest intrapreneurial motivation scores, while those low on E, P, and L motivations have the least intrapreneurial motivation. Our findings suggest that the potential for intrapreneurship is not unique to only entrepreneurial employees. Instead, one can find intrapreneurs among employees with strong leadership and professional motivations as well. We discuss the findings in the context of generating more research to address the challenges of talent management in the 21st century knowledge economies where there is greater career mobility and boundarylessness in the workforce. PMID:29213251

2013 CENTER FOR ARMY LEADERSHIP ANNUAL SURVEY OF ARMY LEADERSHIP (CASAL): MAIN FINDINGS

DTIC Science & Technology

2014-04-30

The Center for Army Profession and Ethic (CAPE) has fielded education and training materials (including doctrine, pamphlets , videos, brochures , and...Army Pamphlet (DA PAM) 600-3, Commissioned Officer Development and Career Management, states that a goal of warrant officer training and education... Pamphlet 600-25, U.S. Army noncommissioned officer professional development and career management. Washington, D.C.: Headquarters, Department of the Army

Pre-Professional Ideologies and Career Trajectories of the Allied Professional Undergraduate Student

ERIC Educational Resources Information Center

Hosein, Anesa; Rao, Namrata

2017-01-01

Undergraduate students sometimes pursue degrees that are aimed at allied jobs. This research examines how students in one allied professional degree, education studies, conceptualise their pre-professional ideology and how these ideologies relate to their intended career trajectory. The research draws upon a year-long qualitative survey of over 70…

The new generation of family physicians--career motivation, life goals and work-life balance.

PubMed

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus; Klaghofer, Richard

2008-05-31

The present study aimed to investigate the differences between future family physicians, and physicians aspiring to other medical specialities, in terms of sociodemographic factors and variables concerning personality factors, career motivation, career success, importance of life goals and work-life balance; further, the stability in career choice of family physicians from medical school through to residency was evaluated. Data reported are from four assessments of the Swiss physicians' longitudinal career development study, begun in 2001 (T1). At T4, in 2007, 543 residents (76% of the initial sample at T1) completed a questionnaire concerning their personal and professional goals. The difference between family physicians and specialists was studied by multivariate analyses of covariance adjusted for gender. Of the study sample, 84 (17%) decided on family medicine, 66% of them as early as medical school or at the beginning of residency. Compared to specialists, more family physicians are married and more have children. Their intrinsic and extrinsic career motivation is lower, their extraprofessional concerns are greater and they rate their objective and subjective career success lower. The favoured models of work-family and work-life balance respectively are part-time oriented. Future family physicians, both females and males, are less career-oriented. The results suggest that the waning reputation of family medicine and the uncertain development of this medical discipline in the Swiss healthcare system attract less career-oriented applicants. A well-balanced integration of professional and private life is an essential goal for the new generation of doctors; this applies even more to female doctors and family physicians. Considering this trend, the question arises whether the current number of medical school graduates is sufficient to ensure the population's healthcare provision in the future.

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program.

PubMed

Margherio, Cara; Horner-Devine, M Claire; Mizumori, Sheri J Y; Yen, Joyce W

2016-01-01

Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants' career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. © 2016 C. Margherio et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Engaging the optics community in the development of informative, accessible resources focusing on careers

NASA Astrophysics Data System (ADS)

Poulin-Girard, Anne-Sophie; Gingras, F.; Zambon, V.; Thériault, G.

2014-09-01

Young people often have biased and pre-conceived ideas about scientists and engineers that can dissuade them from considering a career in optics. This situation is compounded by the fact that existing resources on careers in optics are not suitable since they mostly focus on more general occupations such as a physicist and an electrical engineer. In addition, the linguistic register is not adapted for students, and many of these resources are only available to guidance counselors. To create appropriate resources that will inform high school students on different career opportunities in optics and photonics, we sought the collaboration of our local optics community. We selected seven specific occupations: entrepreneur in optics, university professor, teacher, technician, research and development engineer, sales representative and graduate student in optics. For each career, a list of daily tasks was created from the existing documentation by a guidance counselor and was validated by an expert working in the field of optics. Following a process of validation, we built surveys in which professionals were asked to select the tasks that best represented their occupation. The surveys were also used to gather other information such as level of education and advice for young people wishing to pursue careers in optics. Over 175 professionals answered the surveys. With these results, we created a leaflet and career cards that are available online and depict the activities of people working in optics and photonics. We hope that these resources will help counter the negative bias against scientific careers and inform teenagers and young adults on making career choices that are better suited to their preferences and aspirations.

The Work of Cultural Transition: An Emerging Model

PubMed Central

Ryba, Tatiana V.; Stambulova, Natalia B.; Ronkainen, Noora J.

2016-01-01

In today’s uncertain, fluid job market, transnational mobility has intensified. Though the concept of cultural transition is increasingly used in sport and career research, insight into the processes of how individuals produce their own development through work and relationships in shifting cultural patterns of meaning remains limited. The transnational industry of sports, in which athletes’ psychological adjustment to cultural transitions has implications for both performance and meaningful life, serves as a backdrop for this article. This study applied the life story method to interviews with 15 professional and semi-professional athletes, focusing particularly on the cultural transition aspect of their transnational athletic careers. The aims of the study were to identify the developmental tasks of cultural transitions and strategies/mechanisms through which cultural transitions were enacted. Three underlying mechanisms of the transition process that assisted athletic career adaptability were social repositioning, negotiation of cultural practices, and meaning reconstruction. Based on the data analyses, a temporal model of cultural transition is proposed. The results of this research provide professionals working in the fields of career counseling and migrant support with a content framework for enhancing migrant workers’ adaptabilities and psychological wellbeing. PMID:27047436

Is hockey just a game? Contesting meanings of the ice hockey life projects through a career-threatening injury.

PubMed

Ronkainen, Noora J; Ryba, Tatiana V

2017-05-01

This study is situated within an existential-narrative theoretical framework to examine the impact of career-threatening injury on professional ice hockey players' well-being and career construction. Professional ice hockey culture is construed as a privileged space characterised by hegemonic masculinity, fierce competition as well as high-risk behaviours often resulting in sports injuries. In this paper, we analyse two players' life stories with a particular focus on injury as a boundary situation involving social and temporal breakdown and re-evaluation of meaning of sporting life projects. Emergent narratives surrounding existential themes of loss of meaning and loneliness in the face of injury were analysed in connection with players' search for authenticity and realignment with self-concept. Each player developed resistant narratives to the dominant ethos of professional sport in order to restore well-being and sense of self. The relational aspects of injury are highlighted in practical recommendations.

A Career on Both Sides of the Atlantic: Memoirs of a Molecular Plant Pathologist.

PubMed

Panopoulos, Nickolas J

2017-08-04

This article recounts the experiences that shaped my career as a molecular plant pathologist. It focuses primarily on technical and conceptual developments in molecular phytobacteriology, shares some personal highlights and untold stories that impacted my professional development, and describes the early years of agricultural biotechnology. Writing this article required reflection on events occurring over several decades that were punctuated by a mid-career relocation across the Atlantic. I hope it will still be useful, informative, and enjoyable to read. An extended version of the abstract is provided in the Supplemental Materials , available online.

Entrepreneurship, Professionalism, Leadership: A Framework and Measure for Understanding Boundaryless Careers

ERIC Educational Resources Information Center

Chan, Kim Yin; Ho, Moon-ho R.; Chernyshenko, Oleksandr S.; Bedford, Olwen; Uy, Marilyn A.; Gomulya, David; Sam, Y. L.; Phan, Wei Ming J.

2012-01-01

We propose a person-centered framework for conceptualizing subjective careers in an increasingly boundaryless work context. Specifically, we argue that entrepreneurship, professionalism, and leadership (EPL) can serve as three key dimensions of subjective career space. We relate this framework to earlier macro-level national and organizational…

One physical educator's career cycle: strong start, great run, approaching finish.

PubMed

Woods, Amelia Mays; Lynn, Susan K

2014-03-01

This article is nested within a longitudinal project examining 6 teachers' journeys along their career cycles (Lynn & Woods, 2010; Woods & Earls, 1995; Woods & Lynn, 2001). Two participants from the initial 6 continue to teach K-12 physical education; 1 of these participants, Everett, is examined in the current study. This veteran teacher's career-cycle movement and the environmental factors that both enhanced and constrained his career development are examined through the lens of Fessler and Christensen's career cycle model (1992). Data sources included: 8 formal interviews with Everett; formal interviews with his university teacher educators, student-teacher supervisor, principal, and spouse; informal interviews; field notes; and systematic teaching observations. An interpretative framework was used to assess the perceptions and meanings Everett gave to experiences as a physical educator and coach. Several factors acutely influenced Everett's career progression, including: (a) his individual disposition, (b) the impact and continued influence of a professional preparation program, and (c) his school and community support. He entered the profession with great promise and spent most of his career in the enthusiastic and growing, and the career stability, stages before shifting into the career frustration stage where he currently remains. Everett was able to negotiate personal and organizational environmental factors that have been identified as barriers for some physical educators. Therefore, viewing his professional life through the lens of the career cycle provides insights into the areas of change necessary to motivate and retain high-quality physical educators such as Everett.

34 Activities To Promote Careers in Special Education and Related Services.

ERIC Educational Resources Information Center

National Clearinghouse for Professions in Special Education, Reston, VA.

This guide was developed to assist in the recruitment of new professionals to the field of special education and related services. The 34 suggested activities are based on the assumptions that planned, systematic recruitment at the local level is critical to attracting dedicated and talented individuals to the field; that career choices are often…

Determinants of Teaching as a Career in the UK

ERIC Educational Resources Information Center

See, Beng Huat

2004-01-01

This paper models the likelihood of individuals becoming teachers, to identify the key social and economic determinants of selecting teaching as a career in the UK. E-mail and focus group interviews were used to develop a questionnaire, for surveying a sample of 1845 students and professional trainees from four tertiary institutions in South-west…

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

ERIC Educational Resources Information Center

Darolia, Rajeev; Potochnick, Stephanie; Menifield, Charles E.

2014-01-01

As applications for graduate and professional degree programs have reached unprecedented levels over the past decade, the applicant pool has become more diverse with more mid-career students deciding to return to school. Given the growth and diversification of the graduate applicant pool, many graduate programs are struggling to develop stronger…

The Heart of the School Counselor: Understanding Passion over the Span of a Career

ERIC Educational Resources Information Center

Sumerlin, Timothy; Littrell, John

2011-01-01

In recent years, school counseling has trended away from some of the vital attributes of the heart, including passion. In this qualitative study, the authors employed a grounded theory and phenomenological approach to understand how school counselors develop and maintain passion over the span of their professional careers. Humbleness and…

Am I Just Not Good Enough? The Creation, Development and Questioning of a High Performance Coaching Identity

ERIC Educational Resources Information Center

Purdy, L. G.; Potrac, P.

2016-01-01

While the career experiences and trajectories of various sports workers have received increased scholarly attention, those of professional coaches have, in comparison, received scant consideration. This paper focuses on the career experiences of Maeve (a pseudonym), a high performance coach, and the critical incidents related to the creation,…

The Effects of a Lack of Career Pathing on Job Satisfaction among South African Teachers

ERIC Educational Resources Information Center

Quan-Baffour, Kofi Poku; Arko-Achemfuor, Akwasi

2014-01-01

Education is an important ingredient for advancement in the knowledge-based economy of the contemporary world. Teachers therefore form the vehicle for provision and dissemination of relevant knowledge, skills and values for socio-economic development. In every career professionals are assured of moving through the ranks so long as they do their…

Mid-Career Women Student Affairs Administrators with Young Children: Negotiating Life, Like Clockwork

ERIC Educational Resources Information Center

Fochtman, Monica Marcelis

2010-01-01

In the existing student affairs literature about career development and work-life balance, women administrators of all professional levels and women with children of all ages have been studied together. As a result, little is known about the unique rewards and challenges that result from simultaneously negotiating the different stages of…

Stress Be Not Proud: The Myth of Burnout.

ERIC Educational Resources Information Center

DeMoulin, Donald F.

1991-01-01

Analysis of data from 827 professional educators, using the Career Awareness Index and the Instrument Summary Assessment Program, indicates that "burnout" may be an inappropriate descriptor of low to moderate levels of self-efficacy and personal productivity. Professional development activities should be specifically designed to match individual…

Adaptation of Professional Skills in the Unit Operations Laboratory

ERIC Educational Resources Information Center

Rende, Deniz; Rende, Sevinc; Baysal, Nihat

2012-01-01

We introduce the design of three consecutive unit operations laboratory (UOL) courses that retain the academic rigor of the course while incorporating skills essential for professional careers, such as ability to propose ideas, develop practical solutions, participate in teamwork, meet deadlines, establish communication between technical support…

Position statement. Restructuring, work redesign, and the job and career security of registered nurses. American Nurses Association.

PubMed

1996-01-01

The American Nurses Association (ANA) is committed to safeguarding the public, protecting and advancing the careers of professional nurses, supporting individual and collective efforts by registered nurses to protect their clients and enhancing the professional development and job security of registered nurses. As the nation's health care system is restructured, ANA is actively engaged in initiatives to strengthen the economic and general welfare of registered nurses, the safety and care for the public, and, in partnership with the state nurses associations (SNAs), oppose efforts to replace registered nurses with inappropriate substitutes.

Mentoring in general surgery in Switzerland

PubMed Central

Kaderli, Reto M.; Klasen, Jennifer M.; Businger, Adrian P.

2015-01-01

Background Mentorship has been found as a key factor for a successful and satisfying career in academic medicine and surgery. The present study was conducted to describe the current situation of mentoring in the surgical community in Switzerland and to evaluate sex differences regarding the impact of mentoring on career success and professional satisfaction. Methods The study was designed as an anonymous national survey to all members of the Swiss Surgical Society in 2011 (820 ordinary and 49 junior members). It was a 25-item questionnaire addressing mentor–mentee relationships and their impact on the professional front. Results Of the 869 mailed surveys, 512 responses were received (response rate: 58.9%). Mentor–mentee relationships were reported by 344 respondents (68.1%) and structured mentoring programs were noted in 23 respondents (6.7%). Compared to individuals without mentors, male mentees exhibited significantly higher subjective career advancement (5.4±1.2 vs. 5.0±1.3; p=0.03) and career development (3.3±1.9 vs. 2.5±1.7; p<0.01) scores, but the differences for female mentees were not statistically significant (4.7±1.1 vs. 4.3±1.2, p=0.16; 2.5±1.6 vs. 1.9±1.4, p=0.26; respectively). The pursuit of an academic career was not influenced by the presence of a mentor–mentee relationship for female (p=0.14) or male participants (p=0.22). Conclusions Mentor–mentee relationships are important for the career advancement of male surgeons. The reason for the lack of an impact on the careers of female surgeons is difficult to ascertain. However, mentoring also provides lifelong learning and personal development. Thus, specific attention should be paid to the development of more structured mentoring programs for both sexes. PMID:25833825

Career, Family, and Institutional Variables in the Work Lives of Academic Women in the Chemical Sciences

NASA Astrophysics Data System (ADS)

Fassinger, Ruth E.; Scantlebury, Kathryn; Richmond, Geraldine

This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers.

Teacher Design Teams (TDTs)--Building Capacity for Innovation, Learning and Curriculum Implementation in the Continuing Professional Development of In-Career Teachers

ERIC Educational Resources Information Center

Simmie, Geraldine Mooney

2007-01-01

From October to December 2005, six biology associates were employed to progress the connection between curriculum implementation and the continuing professional development of teachers at regional level. The associates worked with one hundred biology teachers in Teacher Design Teams (TDTs) and together they produced eighteen innovative classroom…

Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

ERIC Educational Resources Information Center

Lin, Peiyi

2013-01-01

With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

New Hampshire Early Childhood Professional Development System: Guide to Early Childhood Careers.

ERIC Educational Resources Information Center

McDonnell, Tessa, Ed.

The community of child care providers in New Hampshire has adopted the Early Childhood Professional Development System as an initial step toward assuring quality care and education for children. This guide describes the components of that system and is presented in eight sections. Section 1 of the guide introduces the system based on a set of two…

You Seize What Pops Up: A Qualitative Investigation of the Core Features of School-Based Agricultural Education Professional Development

ERIC Educational Resources Information Center

Easterly, R.G., III.; Myers, Brian E.

2017-01-01

Desimone's core features of professional development (PD) guides the PD for teachers. The purpose of this study was to examine the PD practice of School-Based Agricultural Education (SBAE) teachers in the enthusiastic and growing career stage. Semi-structured telephone interviews were conducted with five teachers from five different states. The…

Using Computer-Based Continuing Professional Education of Training Staff to Develop Small- and Medium-Sized Enterprises in Thailand

ERIC Educational Resources Information Center

Sooraksa, Nanta

2012-01-01

This paper describes a career development program for staff involved in providing training for small- and medium-sized enterprises (SMEs) in Thailand. Most of these staff were professional vocational teachers in schools. The program uses information communication technology (ICT), and its main objective is to teach Moodle software as a tool for…

Assessing the Learning Needs of Student Teachers in Texas regarding Management of the Agricultural Mechanics Laboratory: Implications for the Professional Development of Early Career Teachers in Agricultural Education

ERIC Educational Resources Information Center

Saucier, P. Ryan; McKim, Billy R.

2011-01-01

Skills needed to manage a laboratory are essential knowledge for all school-based, agriculture teachers who instruct agricultural mechanics curriculum (Saucier, Terry, & Schumacher, 2009). This research investigated the professional development needs of Texas agricultural education student teachers regarding agricultural mechanics laboratory…

The Work Values of Teacher Training Students in a Spanish University. Symbiosis between Schwartz and Meaning of Work (MOW) Study Group

ERIC Educational Resources Information Center

Cortes Pascual, M. P. Alejandra

2009-01-01

Work values are linked with other relevant variables in career development, such as professional interests or vocational personality, are formed in a specific work context and influence the orientation intervention designed, for example, as an element of the professional portfolio or the development of transversal participatory and personal…

[Determinants in the careers of male and female physicians from the viewpoint of chief physicians].

PubMed

Buddeberg-Fischer, B; Spindler, A; Peter, Y; Buddeberg, C

2003-01-03

Chief physicians play an important role for physicians' careers by providing advanced training and allocating time and research resources. This study examined which characteristics will help physicians to achieve a leadership position and how chief physicians conduct career promotion. All 532 chief physicians in Switzerland's German speaking cantons with medical schools were approached with a questionnaire covering professional motivation and personal attributes of career-oriented physicians career-promoting personal and institutional factors, and type of career promotion. 207 chief physicians (189 men, 18 women; participation rate 38.9 %;) participated. Respondents rated achievement motivation combined with professional interest and job enjoyment (intrinsic), and interest in advancement and social prestige (extrinsic motivation) as beneficial. Extraprofessional concerns such as family obligations and leisure interests were viewed as less important. Instrumental attributes were rated as advantageous. Expressive qualities were also seen as beneficial but less crucial. Ratings were independent of respondents' age, specialty, or type of workplace. The following personal factors were named: professional commitment, professional and social competence, goal orientation, endurance, and strength of character. The institutional factors referred to quality of training and teaching, a good work atmosphere, a transparent and flexible clinic structure. Career promotion was offered predominantly in the form of coaching, career planning, and support in job search. Career promotion should be more targeted and structured, e. g. be conducted in mentoring programmes, thus providing the prerequisites for a truly equal career promotion of female and male physicians.

Stresses and satisfactions of the two-pharmacist relationship.

PubMed

Stanton, A L; Berger, B A

1987-12-01

Potential advantages and disadvantages of dual-career relationships are identified, and strategies for addressing common issues encountered by dual-career couples are presented. With regard to career issues, clarification of expectations and discussion between partners regarding career commitment, job selection and mobility, and maintenance of professional identity is emphasized. Benefits of dual-career relationships include shared occupational interests, financial rewards, and respect for each partner's professional expertise. Strategies for managing domestic responsibilities include modifying standards, setting priorities, and distributing tasks evenly among family members. Pharmacist couples who are parents have chosen several routes in managing child-care issues, including postponing childbearing until each adult's career is established, decreasing one partner's career involvement, and hiring community or in-home caretakers. Sharing equally in child care can help prevent an excessive workload for one parent. Progressive family-oriented employment practices may also aid dual-career couples with children. Striking a balance between career and family is identified as perhaps the most challenging task facing the dual-career couple; time distribution must be adjusted according to the couple's priorities. Identifying realistic priorities, negotiating honestly regarding attainment of mutual and individual goals, and maintaining flexibility are key in achieving success in the professional and private lives of two-pharmacist couples.

Evolving career choice narratives of new graduate nurses.

PubMed

Price, Sheri L; McGillis Hall, Linda; Murphy, Gail Tomblin; Pierce, Bridget

2018-01-01

This article describes findings from one stage of a longitudinal study of the professional socialization experiences of Millennial nurses as they prepared for graduation and transition to practice. This study employed an interpretive narrative methodology guided by Polkinghorne's theory of narrative identity. Analysis of face-to-face interviews and journal entries by Millennial nursing students uncovered the formal professional socialization experiences over four years of nursing education. Participants include six Millennial nursing student participants (born after 1980) interviewed approximately one-month aftergraduation. These six participants are a voluntary subset of twelve who were interviewed prior to beginning their nursing studies, the analysis of which is captured in Price et al. (2013a) and Price et al. (2013b). Narrative analysis of the post-graduation interviews resulted in three main themes: 'Real Nursing: Making a Difference', 'The Good Nurse: Defined by Practice' and 'Creating Career Life Balance'. Graduate nurses strive to provide excellent nursing care as they transition into the workforce and identify a need for ongoing peer and professional supports to assist their ongoing professional socialization. Ongoing formal socialization and professional development is required to support the transition and retention of new nurse graduates in the workplace and the profession. Millenial generation nurses seek opportunities for career mapping, goal setting and formal mentorship by role models and peers to actualize their professional aspirations. Copyright © 2017. Published by Elsevier Ltd.

Professional Characteristics Communicated by Formal versus Casual Workplace Attire

ERIC Educational Resources Information Center

Cardon, Peter W.; Okoro, Ephraim A.

2009-01-01

Employees are frequently advised to dress for success to build their careers. From the corporate perspective, employees who are well dressed are believed to form better impressions with colleagues, clients, and customers. Many companies create dress codes in order to gain the benefits of a professionally appearing workforce. Developing effective…

Patterns in Teacher Learning in Different Phases of the Professional Career

ERIC Educational Resources Information Center

Vermunt, Jan D.; Endedijk, Maaike D.

2011-01-01

This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about…

Students with Anxiety: Implications for Professional School Counselors

ERIC Educational Resources Information Center

Thompson, E. Heather; Robertson, Phyllis; Curtis, Russ; Frick, Melodie H.

2013-01-01

Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful…

Meat Training Council Aims to Make Willing Workers into Professional Managers

ERIC Educational Resources Information Center

Pollitt, David

2002-01-01

Details the UK Meat Training Council's management development programme, aimed at increasing the levels of professionalism in the meat and poultry industry and making it more attractive to young people as a long-term career. Describes the course contents and assessment methods, and contains interviews with course participants.

Forest Service Career Guide. Professional Opportunities in Natural Resource Management, Planning, and Research. Revised Edition.

ERIC Educational Resources Information Center

Forest Service (USDA), Washington, DC.

The guide provides information on professional opportunities in natural resource management, planning, and research. Reasons for careers in forest service are presented and a brief description of the forest service is provided. Career opportunities in the following areas are described: forestry, engineering, geology, hydrology, landscape…

Enduring Injustice: A Case Study of Retirement from Professional Rugby Union

ERIC Educational Resources Information Center

McKenna, Jim; Thomas, Howard

2007-01-01

Garth Armstrong (pseudonym) agreed to participate based on a pre-existing "career-guidance-and-support" relationship with the researcher, to explore the realities of career transition. An account-making approach was used over the last eight months of his professional rugby-playing career (termination) and for a further ten months into…

Investigating the Professional Identity Dynamic in Career Counselling: The Socioconstructivist Interview

ERIC Educational Resources Information Center

Mary, Ghislain; Costalat-Founeau, Anne-Marie

2018-01-01

A socioconstructivist method is used to investigate the professional identity dynamic of employees in the context of career counselling. This method is particularly well-suited because of the intrication, at the core of the client's identity, of psychological dimensions, such as values and capabilities, which are essential to career counselling.…

Women in Academia: Faculty Sponsorship, Informal Social Structures and Career Success.

ERIC Educational Resources Information Center

Cameron, Susan M.

The possible sponsorship/career success relationship among university male and female faculty is investigated. Focus is on the effects this sponsorship process has in later career success as measured by publication rate, grants received, rate of professional collaboration, and professional network involvement. A sample of 133 faculty members (64…

Professional Socialization Experiences of Early Career Urban Physical Educators

ERIC Educational Resources Information Center

Flory, Sara Barnard

2016-01-01

The purpose of this research was to examine how three physical education (PE) teachers' professional socialization programmes influenced their early careers in urban schools in the US. Using cultural relevance theory and occupational socialization theory, three early career PE teachers were observed and interviewed for a period of six weeks each.…

Shaping your career to maximize personal satisfaction in the practice of oncology.

PubMed

Shanafelt, Tait; Chung, Harold; White, Heather; Lyckholm, Laurie Jean

2006-08-20

The practice of oncology can be a source of both great satisfaction and great stress. Although many oncologists experience burnout, depression, and dissatisfaction with work, others experience tremendous career satisfaction and achieve a high overall quality of life. Identifying professional goals, optimizing career fit, identifying and managing stressors specific to practice type, and achieving the optimal personal work-life balance can increase the likelihood of individual oncologists' achieving personal and professional satisfaction. In this article, we will explore how oncologists can accomplish these tasks and will examine several pervasive professional myths that often distort perspective. The article concludes in a conversation with four oncologists regarding what they find most meaningful about their work, how they manage career-specific stressors, and how they achieve balance between their personal and professional lives.

Professional Accountability for Improving Life, College, and Career Readiness

ERIC Educational Resources Information Center

Snyder, Jon; Bristol, Travis J.

2015-01-01

This article builds on Darling-Hammond, Wilhoit, and Pittenger's (2014) new paradigm on "Accountability for College and Career Readiness" by focusing on one of its three pillars--professional accountability. The article begins by offering a conceptual framework for professional accountability for improvement. Next, it highlights slices…

Early Career School Counselors' Training Perspectives: Implications for School Counselor Educators

ERIC Educational Resources Information Center

Slaten, Christopher D.; Scalise, Dominick A.; Gutting, Krystle; Baskin, Thomas W.

2013-01-01

The current study examined early career professional school counselors' experiences related to their work as mental health professionals in schools. Nine individuals participated in qualitative interviews that were analyzed using consensual qualitative research methods (Hill, 2012). All individuals were professional school counselors trained in…

Sport & Fitness Management: Career Strategies and Professional Content.

ERIC Educational Resources Information Center

Parks, Janet B., Ed.; Zanger, Beverly R. K., Ed.

This textbook provides a comprehensive introduction to the field of sport management. An introductory chapter gives the definition and direction of sport and fitness management. Part 1 describes sport and fitness management careers. The 12 chapters deal with the professional options: intercollegiate athletics, professional sport, facility…

Dentistry - a professional contained career in healthcare. A qualitative study of Vocational Dental Practitioners' professional expectations.

PubMed

Gallagher, Jennifer E; Clarke, Wendy; Eaton, Kenneth A; Wilson, Nairn H F

2007-11-16

New graduates in the UK presently spend one year in training as Vocational Dental Practitioners (VDPs) in preparation for primary dental care. There is a growing recognition that the emerging workforce has very different professional expectations to those of earlier generations, with implications for the profession, patients and the performance of health systems. The objectives of this study were to investigate why VDPs' in England and Wales perceive they chose dentistry as a professional career; how they perceive their vision has changed and the implications for their professional career plans, both short- and longterm. Purposive sampling of schemes was undertaken to include urban, rural and metropolitan schemes, schemes in areas with and without dental schools and geographic coverage across England and Wales. All VDPs in these schemes were initiated to participate in this qualitative study using focus groups. A topic guide was utilised to standardise data collection. Informants' views were recorded on tape and in field notes. Data were transcribed and analysed using Framework Methodology. A total of 99 VDPs participated in the 10 focus groups. Their choice of dentistry as a professional career was motivated by multiple categories of influence: 'academic', 'healthcare', 'lifestyle', the influence of 'family', 'friends', 'careers advice' and 'work experience'. Consideration of the features of the 'professional job' appears to have been key to their choice of dentistry and the 'active rejection of medicine' as an alternative career.Entry into the profession was proving a challenging process for some but not all VDPs. Informants perceived that their vision had been moderated as a result of 'personal student debt', 'national workforce initiatives', 'limitations on clinical practice' and the 'cost of additional training'.Short term goals focused around 'recovery from the past' and 'preparation for the future'. Longterm goals covered the spectrum of opportunities within dentistry. Factors influencing VDPs longterm career plans fell into six main categories: professional, personal, financial, political, social and cultural. VDPs chose dentistry because they perceived that it provides a financially lucrative, contained career in healthcare, with professional status, job security and the opportunity to work flexibly. They perceive that their vision is challenged by changes affecting education and the healthcare system. Longterm professional expectations were closely linked with their personal lives and support a vision of a favourable work/life balance.

Dentistry – a professional contained career in healthcare. A qualitative study of Vocational Dental Practitioners' professional expectations

PubMed Central

Gallagher, Jennifer E; Clarke, Wendy; Eaton, Kenneth A; Wilson, Nairn HF

2007-01-01

Background New graduates in the UK presently spend one year in training as Vocational Dental Practitioners (VDPs) in preparation for primary dental care. There is a growing recognition that the emerging workforce has very different professional expectations to those of earlier generations, with implications for the profession, patients and the performance of health systems. The objectives of this study were to investigate why VDPs' in England and Wales perceive they chose dentistry as a professional career; how they perceive their vision has changed and the implications for their professional career plans, both short- and longterm. Methods Purposive sampling of schemes was undertaken to include urban, rural and metropolitan schemes, schemes in areas with and without dental schools and geographic coverage across England and Wales. All VDPs in these schemes were initiated to participate in this qualitative study using focus groups. A topic guide was utilised to standardise data collection. Informants' views were recorded on tape and in field notes. Data were transcribed and analysed using Framework Methodology. Results A total of 99 VDPs participated in the 10 focus groups. Their choice of dentistry as a professional career was motivated by multiple categories of influence: 'academic', 'healthcare', 'lifestyle', the influence of 'family', 'friends', 'careers advice' and 'work experience'. Consideration of the features of the 'professional job' appears to have been key to their choice of dentistry and the 'active rejection of medicine' as an alternative career. Entry into the profession was proving a challenging process for some but not all VDPs. Informants perceived that their vision had been moderated as a result of 'personal student debt', 'national workforce initiatives', 'limitations on clinical practice' and the 'cost of additional training'. Short term goals focused around 'recovery from the past' and 'preparation for the future'. Longterm goals covered the spectrum of opportunities within dentistry. Factors influencing VDPs longterm career plans fell into six main categories: professional, personal, financial, political, social and cultural. Conclusion VDPs chose dentistry because they perceived that it provides a financially lucrative, contained career in healthcare, with professional status, job security and the opportunity to work flexibly. They perceive that their vision is challenged by changes affecting education and the healthcare system. Longterm professional expectations were closely linked with their personal lives and support a vision of a favourable work/life balance. PMID:18005452

Professional Development For Community College Faculty: Lessons Learned From Intentional Mentoring Workshops

NASA Astrophysics Data System (ADS)

Morris, A. R.; Charlevoix, D. J.

2016-12-01

The Geoscience Workforce Development Initiative at UNAVCO supports attracting, training, and professionally developing students, educators, and professionals in the geosciences. For the past 12 years, UNAVCO has managed the highly successful Research Experiences in Solid Earth Science for Students (RESESS) program, with the goal of increasing the diversity of students entering the geosciences. Beginning in 2015, UNAVCO added Geo-Launchpad (GLP), a summer research preparation internship for Colorado community college students to prepare them for independent research opportunities, facilitate career exploration in the geosciences, and provide community college faculty with professional development to facilitate effective mentoring of students. One core element of the Geo-Launchpad program is UNAVCO support for GLP faculty mentors. Each intern applies to the program with a faculty representative (mentor) from his or her home institution. This faculty mentor is engaged with the student throughout the summer via telephone, video chat, text message, or email. At the end of each of the past two summers, UNAVCO has hosted four GLP faculty mentors in Boulder for two days of professional development focused on intentional mentoring of students. Discussions focused on the distinction between mentoring and advising, and the array of career and professional opportunities available to students. Faculty mentors also met with the external evaluator during the mentor training and provided feedback on both their observations of their intern as well as the impact on their own professional experience. Initial outcomes include re-energizing the faculty mentors' commitment to teaching, as well as the opportunity for valuable networking activities. This presentation will focus on the ongoing efforts and outcomes of the novel faculty mentor professional development activities, and the impact these activities have on community college student engagement in the geosciences.

The Earth Science Women's Network: The Principles That Guide Our Mentoring

NASA Astrophysics Data System (ADS)

Adams, M. S.; Steiner, A. L.; Wiedinmyer, C.

2015-12-01

The Earth Science Women's Network (ESWN) began informally in 2002 as a way for six early career female atmospheric chemists to stay in contact and support each other. Twelve years later (2014), the ESWN formally became a non-profit organization with over 2000 members. The ESWN includes scientists from all disciplines of the geosciences with members located in over 50 countries. The ESWN is dedicated to career development, peer mentoring and community building for women in the geosciences. The mentoring philosophy of ESWN has evolved to include five main principles: 1.) Support community-driven mentoring, 2.) Encourage diverse mentoring approaches for diverse individuals, 3.) Facilitate mentoring across career phases, 4.) Promote combined personal and professional mentoring, 5.) Champion effective mentoring in a safe space. Surveys of ESWN members report gains in areas that are often considered barriers to career advancement, including recognition that they are not alone, new understanding of obstacles faced by women in science, and access to professional resources.

The risk of chronic traumatic brain injury in professional boxing: change in exposure variables over the past century

PubMed Central

Clausen, H; McCrory, P; Anderson, V; Fallon, K

2005-01-01

Objectives: To determine if boxing exposure has changed over time and hence if current professional boxers are at the same risk of developing chronic traumatic brain injury (CTBI) as historical controls. Design: Literature review of published studies and analysis of data of active professional boxers. Subjects: Professional boxers in the United Kingdom and Australia. Main outcome measures: Boxing history and participation in sparring and professional bouts. Results: Since the 1930s, the average duration of a professional boxer's career has dropped from 19 years to five years, and the mean number of career bouts has reduced from 336 to 13. This is despite no significant decline in participation rates from 1931 until 2002. Conclusions: The incidence of boxing related CTBI will diminish in the current era of professional boxing because of the reduction in exposure to repetitive head trauma and increasing medical monitoring of boxers, with preparticipation medical and neuroimaging assessments resulting in the detection of early and potentially pre-symptomatic cases of CTBI. PMID:16118306

Work accidents and self-esteem of nursing professional in hospital settings.

PubMed

Santos, Sérgio Valverde Marques Dos; Macedo, Flávia Ribeiro Martins; Silva, Luiz Almeida da; Resck, Zelia Marilda Rodrigues; Nogueira, Denismar Alves; Terra, Fábio de Souza

2017-04-20

to analyze the occurrence of work accidents and the self-esteem of nurses in hospitals of a municipality of Minas Gerais. descriptive-analytical and cross-sectional study developed with 393 nursing professionals from three hospitals of a municipality in southern Minas Gerais. The Rosenberg Self-Esteem Scale and a questionnaire to characterize the population and work accidents were used for data collection. Data analysis was performed using Person's chi-squared test, Fisher's exact test, Cronbach's alpha, odds ratio and logistic regression. of the professionals studied, 15% had suffered an accident at work and 70.2% presented high self-esteem. Through the analysis, it was observed that smoking, religious belief and an outstanding event in the career were significantly associated with work accidents. In relation to self-esteem, family income, length of time working in the profession and an outstanding event in the career presented significant associations. factors such as smoking, religious belief, family income, length of time working in the profession and an outstanding event in the career can cause professionals to have accidents and/or cause changes in self-esteem, which can compromise their physical and mental health and their quality of life and work.

''What are you?'' A recurring question in a cross-cultural psychiatrist's life and career.

PubMed

Hicks, Madelyn Hsiao-Rei

2011-04-01

This article contributes to the Transcultural Psychiatry special issue of autobiographical articles on: ''The Personal and the Professional: Lives and Careers of Cultural Psychiatrists.'' The author describes influences and themes in her professional development as a cross-cultural psychiatrist and academic. Growing up as a part-Chinese, part-white child in rural Midwestern America resulted in frequently being asked: ''What are you?'' This abrupt, bald, but essential question eventually became a useful tool in the productive, repeated re-working of identity, values, and goals throughout her personal and professional life. Experiences of being an outsider, family histories, and early observations of racism are linked to later interests in cross-cultural psychiatry, ethics, and the protection of vulnerable populations. She describes her research on cross-cultural measurement, depression, suicidality, domestic violence and violence in war. Issues of career advancement and internal conflict are described for women academics who occupy three simultaneous, primary roles: academic, doctor and mother. The theme of ''crossing,'' as in ''cross-cultural,'' indicates the effort and intention required to move between races, cultures, classes, intellectual disciplines, personal and professional identities, clinical and academic roles, and social roles allocated to men and women.

Work accidents and self-esteem of nursing professional in hospital settings

PubMed Central

dos Santos, Sérgio Valverde Marques; Macedo, Flávia Ribeiro Martins; da Silva, Luiz Almeida; Resck, Zelia Marilda Rodrigues; Nogueira, Denismar Alves; Terra, Fábio de Souza

2017-01-01

Abstract Objective: to analyze the occurrence of work accidents and the self-esteem of nurses in hospitals of a municipality of Minas Gerais. Method: descriptive-analytical and cross-sectional study developed with 393 nursing professionals from three hospitals of a municipality in southern Minas Gerais. The Rosenberg Self-Esteem Scale and a questionnaire to characterize the population and work accidents were used for data collection. Data analysis was performed using Person's chi-squared test, Fisher's exact test, Cronbach's alpha, odds ratio and logistic regression. Results: of the professionals studied, 15% had suffered an accident at work and 70.2% presented high self-esteem. Through the analysis, it was observed that smoking, religious belief and an outstanding event in the career were significantly associated with work accidents. In relation to self-esteem, family income, length of time working in the profession and an outstanding event in the career presented significant associations. Conclusion: factors such as smoking, religious belief, family income, length of time working in the profession and an outstanding event in the career can cause professionals to have accidents and/or cause changes in self-esteem, which can compromise their physical and mental health and their quality of life and work. PMID:28443993

"Beginning with the end in mind": imagining personal retirement speeches to promote professionalism.

PubMed

Yu, Eunice; Wright, Scott M

2015-06-01

The goal of teaching professionalism in medicine is to transform a theoretical concept into an internalized and actualized identity. Many trainees struggle with professionalism in the abstract, particularly when instruction methods are didactic and disconnected from personal experience. The authors aim to demonstrate the feasibility of having interns frame a personal definition of professionalism based on a reflective technique called "beginning with the end in mind." Interns composed remarks that might be used to introduce them at their own retirement ceremony following a career in medicine. This "career eulogies" exercise was introduced to groups of six interns during the first third of the internship year as part of a two-week curriculum focused on professional development. Two investigators independently coded the written introductions, identifying emergent themes through content analysis. Of the 19 interns in an internal medicine residency program (2012-13), 17 participated in the exercise. Six themes emerged from the data: aligning behaviors with core values, achieving excellence in medicine, changing the world and giving back, valuing teamwork and relationships, realizing work-life balance, and appreciating a career in medicine. These themes correlate with accepted published definitions of professionalism. The personal reflections produced through this exercise allow physicians to begin to formulate their professional self-conception. Extensions of this work might include linking such forms of critical reflection to individualized learning plans and updating the speeches over time. Further research on "reflecting forward" may determine its impact as a complement to traditional narrative reflection.

On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

2004-12-01

Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty participants in workshops offered July 2002 through June 2004, workshop participants have come from more than 250 colleges and universities in 49 states and the District of Columbia. Workshop evaluations indicate that the workshops are well received with faculty particularly appreciating the content of the workshops and the opportunities for networking. An important aspect of the program is involvement of the geoscience community in workshop leadership. Leadership roles include serving as co-conveners, invited speakers, demonstration leaders, working group leaders, co-conveners of post-workshop sessions at professional meetings, and contributors to the website.

"Now I feel like a true parasitologist" -Concept-based training for early career scientists.

PubMed

Maier, Alexander G

2018-03-15

One of the allures of parasitology is its breadth of aspects spanning everything from molecules to ecosystems. Very few institutions have the capability to cover this breadth in educating parasitologists. As the national professional body, the Australian Society for Parasitology has developed a training course that aims to fill this gap. The course offers a comprehensive overview over the field, highlights the current research foci and introduces key methods. The program equips participants with an appreciation of parasites and with strategies to deal with the complexity of parasitological systems. The course provides an innovative model for training parasitological key concepts with a focus on professional development for early career researchers. Copyright © 2018 Elsevier B.V. All rights reserved.

Lifelong learning along the education and career continuum: meta-analysis of studies in health professions

PubMed Central

BABENKO, OKSANA; KOPPULA, SUDHA; DANIELS, LIA; NADON, LINDSEY; DANIELS, VIJAY

2017-01-01

Introduction: Lifelong learning is an integral part of health professionals’ maintenance of competence. Several studies have examined the orientation toward lifelong learning at various stages of the education and career continuum; however, none has looked at changes throughout training and practice. The objective of the present study was to determine if there are differences between groups defined by their places on the education and career continuum. Methods: The authors performed a group-level meta-analysis on studies that used the 14-item Jefferson Scale of Physician Lifelong Learning or its variants. Eleven published articles, which reported on studies with post-secondary health professions students, residents, and practicing health professionals met the inclusion criteria. In total, there were 12 independent data sets, with four data sets per group. Results: In total, over seven thousand students, residents, and practicing health professionals responded to the Jefferson Scale (N=7.269). Individual study means tendency to be high, suggesting a high orientation toward lifelong learning among the trainees (students and residents) and practicing health professionals. Meta-analysis results indicated that the orientation toward lifelong learning tended to increase gradually along the education and career continuum. Significant differences in the group means were found between the trainees and practicing health professionals. Conclusion: In the reviewed studies, the orientation toward lifelong learning among students, residents, and practicing professionals was high. Nonetheless, although based on separate cohorts, it appears that the orientation toward lifelong learning continues to develop even after the completion of formal training. PMID:28979909

Developing the Warrior-Scholar

DTIC Science & Technology

2001-08-01

battlefield and prepares them to take advantage of advanced professional education later in their careers.2 In effect, the Army can better pre- pare...Military Education : An Asset for Peace and Progress,� A Report of the Center for Strategic and International Studies (CSIS) Study Group on Professional...changes in the nature of war is officer education . The comparatively new, rap- idly changing role of professional military officers necessitates their

Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.

PubMed

Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn

2012-03-01

The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

A qualitative study on perceptions of surgical careers in Rwanda: A gender-based approach.

PubMed

Yi, Sojung; Lin, Yihan; Kansayisa, Grace; Costas-Chavarri, Ainhoa

2018-01-01

Access to surgical care in low- and middle-income countries (LMICs) remains deficient without an adequate workforce. There is limited understanding of the gender gap in surgical trainees in LMICs. In Rwanda, females fill only one of 20 positions available. Understanding surgeons' experiences and perceptions of surgical careers may help facilitate support for females to contribute to the global surgical workforce. We performed qualitative analysis on perceptions of surgical careers through semi-structured interviews of all female surgeons (n = 6) and corresponding male surgeons (n = 6) who are training or have trained at University of Rwanda. Transcripts were analyzed with code structure formed through an integrated approach. Question categories formed the deductive framework, while theoretical saturation was reached through inductive grounded theory. Themes were organized within two key points of the career timeline. First, for developing interest in surgery, three main themes were identified: role models, patient case encounters, and exposure to surgery. Second, for selecting and sustaining surgical careers, four main themes emerged: social expectations about roles within the family, physical and mental challenges, professional and personal support, and finances. All female surgeons emphasized gender assumptions and surgical working culture as obstacles, with a corresponding strong sense of self-confidence and internal motivation that drew them to select and maintain careers in surgery. Family, time, and physical endurance were cited as persistent challenges for female participants. Our study reveals concepts for further exploration about gendered perceptions of surgical careers. Efforts to improve support for female surgical careers as a strategy for shaping surgical work culture and professional development in Rwanda should be considered. Such strategies may be beneficial for improving the global surgical workforce.

Executive Programs for Brazilian Mid-Career Public Managers: Pitfalls and Challenges

ERIC Educational Resources Information Center

Pacheco, Regina Silvia; Franzese, Cibele

2017-01-01

This paper discusses the challenges of professional education for mid-career public managers at graduate level, pointing out pitfalls to avoid and obstacles to face. Analyzing the Brazilian case, the goal is to raise issues that may also be present in other cases. The main argument developed here is that the puzzle faced by graduate programs on…

The Career Officer Attrition Dilemma: An Underlying Cause

DTIC Science & Technology

2002-04-09

BOOMER, XER, & MILLENIAL TRAITS COMPARISON ..................................... 23 vii viii THE CAREER OFFICER ATTRITION DILEMMA: AN UNDERLYING...4. Team- Oriented : Millennials are developing make them feel safe, the Millennials strong team instincts and tight peer bonds. reach out to extended...tradition, and customs that are passed along to each successive generation of service members to create a shared professional ethos.54 The problem

Write Proposals. Module CG B-2 of Category B--Supporting. Competency-Based Career Guidance Modules.

ERIC Educational Resources Information Center

Gustafson, Richard A.

This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and…

Separate and Unequal at Hillsborough High: A Principal's Challenges in Integrating "Academic" and Career and Technical Education Coursework

ERIC Educational Resources Information Center

Malin, Joel R.; Hackmann, Donald G.

2015-01-01

Dr. Edward White, Hillsborough High School principal, has decided to allocate faculty in-service time to address an unproductive chasm between academic and career and technical education programming within the school, which has created tensions among the faculty. On returning to his office after the professional development session, which was…

Re-Engineering Your Office Environment: Matching Careers and Personality via the Myers-Briggs Type Indicator.

ERIC Educational Resources Information Center

McPherson, Bill

1995-01-01

Provides a summary of the research on the use of the Myers-Briggs Type Indicator (MBTI) in the workplace with implications for the practical uses of the MBTI. Suggests using the MBTI to aid the office professional, office manager, and office employee in training, career counseling and planning, team building, organizational development, and…

My Career as a Teacher and a Political Scientist: If I Knew Then What I Know Now

ERIC Educational Resources Information Center

Richards, Erin

2018-01-01

This article addresses my professional development as a teacher and political scientist throughout the span of a 15-year career in political science. Also included are reflections on graduate education and the compatibility and necessary dual focus on both political science and teaching in the academy today as it relates to my present-day…

The CORE Community: Career and Technical Education Teachers' Perceptions of the Common Core State Standards

ERIC Educational Resources Information Center

Stair, Kristin S.; Warner, Wendy J; Hock, Gaea; Conrad, Michelle; Levy, Natalie

2016-01-01

The Common Core State Standards (CCSS) have been adopted in 43 states within the U.S. However, Career and Technical Education (CTE) teachers are often unsure how their programs can successfully integrate CCSS. The purpose of this study was to understand how participants in a CCSS professional development project perceive the CCSS and how they are…

Preparing Students for Extension Careers and Expanding U.S. Extension Reach through International Service Learning

ERIC Educational Resources Information Center

Ebner, Paul; Constantinescu, Alina; Borlea, Florian; Indrea, Alexandru; Russell, Mark

2017-01-01

As U.S. Extension broadens its reach around the globe, an increased need exists for Extension professionals who have not only technical knowledge but also the cultural competencies to apply that knowledge in international settings. We describe a course that provides students with the opportunity to develop skills needed for potential careers in…

Measuring Work-Based Learning for Continuous Improvement. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

Work-based learning provides a continuum of activities--from career exploration and job shadowing to internships and apprenticeships--that help students develop technical and professional skills in an authentic work environment. While many work-based learning programs are designed and operated at the local level, several states have begun building…

An Alternative Energy Career Project at the Warwick School, Redhill, Surrey

ERIC Educational Resources Information Center

Balmer, Denise

2014-01-01

The article describes an innovative project for year 9 (age 13-14) students that has run since 2002 with the help of professional engineers and scientists and incorporates careers information and hands-on practical work. The programme was developed to highlight alternative energy as a subject and also to provide a hands-on practical day for the…

A Mentoring Toolkit: Tips and Tools for Mentoring Early-Career Researchers

NASA Astrophysics Data System (ADS)

Flint, Kathleen

2010-01-01

Effective mentoring is a critical component in the training of early-career researchers, cultivating more independent, productive and satisfied scientists. For example, mentoring has been shown by the 2005 Sigma Xi National Postdoc Survey to be a key indicator for a successful postdoctoral outcome. Mentoring takes many forms and can include support for maximizing research skills and productivity as well as assistance in preparing for a chosen career path. Yet, because there is no "one-size-fits-all” approach, mentoring can be an activity that is hard to define. In this presentation, a series of tips and tools will be offered to aid mentors in developing a plan for their mentoring activities. This will include: suggestions for how to get started; opportunities for mentoring activities within the research group, within the institution, and outside the institution; tools for communicating and assessing professional milestones; and resources for fostering the professional and career development of mentees. Special considerations will also be presented for mentoring international scholars and women. These strategies will be helpful to the PI responding to the new NSF mentoring plan requirement for postdocs as well as to the student, postdoc, researcher or professor overseeing the research and training of others.

Women and Their Preparation for Professional and Managerial Careers. Information Series No. 168.

ERIC Educational Resources Information Center

Loring, Rosalind K.

This report presents issues which have been identified as affecting the preparation of women for professional and managerial careers. Issues examined in the first section, counseling, are educational and psychological skills; assessment of skills, abilities, opportunities, and realities; specialization for professional positions; assessment of…

The Socialization of Teachers: Career Rewards and Levels of Professional Concern.

ERIC Educational Resources Information Center

Driscoll, Amy

Teacher education, when viewed along a professional continuum from preservice level to beginning level to experienced level, involves a socialization phenomenon which is only minimally described or understood by the profession. Several aspects of the socialization process--career rewards, levels of professional concern, and perceptions of the…

Continuing Medical Education and Continuing Professional Development: a credit system for monitoring and promoting excellence.

PubMed

Matos-Ferreira, A

2001-06-01

Probably the most important demand on the career of a medical specialist is that of having to keep up-to-date both scientifically and professionally. But the onus does not fall only on the practitioner. The institutions involved in medical teaching and professional development also have a crucial role to play by providing opportunities for continuing education and assuring that the specialist carries out enough relevant, experience-enhancing tasks to ensure continuous professional growth. As upgrading medical knowledge and developing professionally is a life-long task, both the need and the obligation to learn and improve apply to doctors of all ages and at all hierarchical levels.

Student-Retention and Career-Placement Rates Between Bachelor's and Master's Degree Professional Athletic Training Programs.

PubMed

Bowman, Thomas G; Mazerolle, Stephanie M; Pitney, William A; Dodge, Thomas M; Hertel, Jay

2015-09-01

The debate over what the entry-level degree should be for athletic training has heightened. A comparison of retention and career-placement rates between bachelor's and master's degree professional athletic training programs may inform the debate. To compare the retention rates and career-placement rates of students in bachelor's and master's degree professional programs. Cross-sectional study. Web-based survey. A total of 192 program directors (PDs) from bachelor's degree (n = 177) and master's degree (n = 15) professional programs. The PDs completed a Web-based survey. We instructed the PDs to provide a retention rate and career-placement rate for the students in the programs they lead for each of the past 5 years. We also asked the PDs if they thought retention of students was a problem currently facing athletic training education. We used independent t tests to compare the responses between bachelor's and master's degree professional programs. We found a higher retention rate for professional master's degree students (88.70% ± 9.02%, 95% confidence interval [CI] = 83.71, 93.69) than bachelor's degree students (80.98% ± 17.86%, 95% CI = 78.30, 83.66) (t25 = -2.86, P = .008, d = 0.55). Similarly, PDs from professional master's degree programs reported higher career-placement percentages (88.50% ± 10.68%, 95% CI = 82.33, 94.67) than bachelor's degree professional PDs (71.32% ± 18.47%, 95% CI = 68.54, 74.10) (t20 = -5.40, P < .001, d = 1.14). Finally, we observed no difference between groups regarding whether retention is a problem facing athletic training (χ(2)1 = 0.720, P = .40, Φ = .061). Professional master's degree education appears to facilitate higher retention rates and greater career-placement rates in athletic training than bachelor's degree education. Professional socialization, program selectivity, and student commitment and motivation levels may help to explain the differences noted.

Student Experiential Opportunities in National Security Careers

DOE Office of Scientific and Technical Information (OSTI.GOV)

None, None

2007-12-31

This report documents student experiential opportunities in national security careers as part of the National Security Preparedness Project (NSPP), being performed under a Department of Energy (DOE)/National Nuclear Security Administration (NNSA) grant. This report includes a brief description of how experiential opportunities assist students in the selection of a career and a list of opportunities in the private sector and government. The purpose of the NSPP is to promote national security technologies through business incubation, technology demonstration and validation, and workforce development. Workforce development activities will facilitate the hiring of students to work with professionals in both the private andmore » public sectors, as well as assist in preparing a workforce for careers in national security. The goal of workforce development under the NSPP grant is to assess workforce needs in national security and implement strategies to develop the appropriate workforce.« less

The Ballet Dancing Profession: A Career Transition Model

ERIC Educational Resources Information Center

Roncaglia, Irina

2008-01-01

What type of emotional transition is experienced by professional dancers who face the end of their career? What does this journey imply? This article discusses the transition experiences of two case studies out of a total sample of fourteen (N = 14) international professional ballet dancers who left their careers between the ages of 21 and 49…

Implementing New Career Structures for Teachers: A Study of the Advanced Skills Teacher in Australia.

ERIC Educational Resources Information Center

Ingvarson, Lawrence; And Others

The absence of a professional career structure for teachers is not a new problem. In 1989, Australian unions, employers, and governments negotiated the Advanced Skills Teacher (AST) classification. Three levels of AST status involving salary increases were proposed to offer teachers a professional career path in teaching comparable in status to…

Challenges facing early career academic cardiologists.

PubMed

Tong, Carl W; Ahmad, Tariq; Brittain, Evan L; Bunch, T Jared; Damp, Julie B; Dardas, Todd; Hijar, Amalea; Hill, Joseph A; Hilliard, Anthony A; Houser, Steven R; Jahangir, Eiman; Kates, Andrew M; Kim, Darlene; Lindman, Brian R; Ryan, John J; Rzeszut, Anne K; Sivaram, Chittur A; Valente, Anne Marie; Freeman, Andrew M

2014-06-03

Early career academic cardiologists currently face unprecedented challenges that threaten a highly valued career path. A team consisting of early career professionals and senior leadership members of American College of Cardiology completed this white paper to inform the cardiovascular medicine profession regarding the plight of early career cardiologists and to suggest possible solutions. This paper includes: 1) definition of categories of early career academic cardiologists; 2) general challenges to all categories and specific challenges to each category; 3) obstacles as identified by a survey of current early career members of the American College of Cardiology; 4) major reasons for the failure of physician-scientists to receive funding from National Institute of Health/National Heart Lung and Blood Institute career development grants; 5) potential solutions; and 6) a call to action with specific recommendations. Copyright © 2014 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Analysis of a Professional Officer Master’s Degree Program.

DTIC Science & Technology

1986-04-01

another source to convince the officer that he must have a masters For career success . The most powerful and understood form of communication to an...officer of the importance of any factor For career success is how it affects promotions. To determine if a master’s degree is important to career success , one...PME. Most Air Force officers know PME is vitally impor- tant to fulfilling professional education requirements and career success . Therefore, when

A mixed methods analysis of experiences and expectations among early-career medical oncologists in Australia.

PubMed

Wong, W K Tim; Kirby, Emma; Broom, Alex; Sibbritt, David; Francis, Kay; Karapetis, Christos S; Karikios, Deme; Harrup, Rosemary; Lwin, Zarnie

2018-01-26

A viable and sustainable medical oncology profession is integral for meeting the increasing demand for quality cancer care. The aim of this study was to explore the workforce-related experiences, perceptions and career expectations of early-career medical oncologists in Australia. A mixed-methods design, including a survey (n  =  170) and nested qualitative semistructured interviews (n  =  14) with early-career medical oncologists. Recruitment was through the Medical Oncology Group of Australia. Qualitative data were thematically analyzed and for the survey results, logistic regression modeling was conducted. Early-career medical oncologists experienced uncertainty regarding their future employment opportunities. The competitive job market has made them cautious about securing a preferred job leading to a perceived need to improve their qualifications through higher degree training and research activities. The following themes and trends were identified from the qualitative and quantitative analyses: age, career stage and associated early-career uncertainty; locale, professional competition and training preferences; participation in research and evolving professional expectations; and workload and career development opportunities as linked to career uncertainty. Perceived diminished employment opportunities in the medical oncology profession, and shifting expectations to be "more qualified," have increased uncertainty among junior medical oncologists in terms of their future career prospects. Structural factors relating to adequate funding of medical oncology positions may facilitate or inhibit progressive change in the workforce and its sustainability. Workforce planning and strategies informed by findings from this study will be necessary in ensuring that both the needs of cancer patients and of medical oncologists are met. © 2018 John Wiley & Sons Australia, Ltd.

Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

NASA Astrophysics Data System (ADS)

Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

2015-12-01

A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of the workshop, that they plan to incorporate evidence-based teaching in their classrooms, and that they leave the workshop with a network of support and the resources needed to enable them succeed. http://serc.carleton.edu/NAGTWorkshops/earlycareer

An exploration of the factors that contribute to the success of African American professionals in STEM-related careers

NASA Astrophysics Data System (ADS)

Alexander Nealy, Yolande Kristine

This study examined factors that contribute to the success of African American professionals in STEM careers. Data were collected through a survey from 40 participants and in-depth interviews with eight of them. The survey was used to explore the participants' educational experiences from elementary school through college and on their STEM-related careers, whereas the individual interviews were used to gain insights into their perspectives as STEM professionals. The results of this study indicate that most of these African American STEM professionals attributed their choice of a STEM career to early exposure to and positive experiences in science and mathematics mediated by teachers and/or parents. Furthermore, the positive experiences and success in science and mathematics continued in high school and college, further solidifying their choice of a STEM career. However, for almost half of the participants, attending a HBCU seems to have played an important role in their enjoyment of and success in a STEM major. HBCUs provided them with role models and the necessary support and encouragement to succeed in their pursuit of a STEM degree. The results of this study illustrate the various factors that play a role in preventing leakage in the minority STEM pipeline: K-12 experiences mediated by parents and teachers; support systems in college and the workplace mediated by counselors, professors, peers, and administrators; and policies that facilitate integration and the development of such support systems. This study contributes to the current body of knowledge on minorities in STEM by focusing on what works, instead of focusing on the deficit model and what does not work. It is hoped that these results help validate the efforts of those who work towards a more equitable representation of the STEM fields.

National Athletic Trainers' Association-accredited postprofessional athletic training education: attractors and career intentions.

PubMed

Mazerolle, Stephanie M; Dodge, Thomas M

2012-01-01

Anecdotally, we know that students select graduate programs based on location, finances, and future career goals. Empirically, however, we lack information on what attracts a student to these programs. To gain an appreciation for the selection process of graduate study. Qualitative study. Postprofessional programs in athletic training (PPATs) accredited by the National Athletic Trainers' Association. A total of 19 first-year PPAT students participated, representing 13 of the 16 accredited PPAT programs. All interviews were conducted via phone and transcribed verbatim. Analysis of the interview data followed the procedures as outlined by a grounded theory approach. Trustworthiness was secured by (1) participant checks, (2) participant verification, and (3) multiple analyst triangulations. Athletic training students select PPAT programs for 4 major reasons: reputation of the program or faculty (or both), career intentions, professional socialization, and mentorship from undergraduate faculty or clinical instructors (or both). Participants discussed long-term professional goals as the driving force behind wanting an advanced degree in athletic training. Faculty and clinical instructor recommendations and the program's prestige helped guide the decisions. Participants also expressed the need to gain more experience, which promoted autonomy, and support while gaining that work experience. Final selection of the PPAT program was based on academic offerings, the assistantship offered (including financial support), advanced knowledge of athletic training concepts and principles, and apprenticeship opportunities. Students who attend PPAT programs are attracted to advancing their entry-level knowledge, are committed to their professional development as athletic trainers, and view the profession of athletic training as a life-long career. The combination of balanced academics, clinical experiences, and additional professional socialization and mentorship from the PPAT program experience will help them to secure their desired career positions.

Emergent Supervisors: Comparing Counseling Center and Non-Counseling-Center Interns' Supervisory Training Experiences

ERIC Educational Resources Information Center

Crook-Lyon, Rachel E.; Presnell, Jennifer; Silva, Lynda; Suyama, Mich; Stickney, Janine

2011-01-01

Focusing on supervision training is important for a variety of reasons. Many professionals, for example, stress both the positive and negative impact supervisors have on the development of counselor trainees. In addition, counselors are likely to provide supervision during their professional career. Furthermore, the role of supervisor is often…

A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts

ERIC Educational Resources Information Center

Duru, Sibel

2015-01-01

Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and…

Gender Differences in How Retirees Perceive Factors Influencing Unretirement

ERIC Educational Resources Information Center

Armstrong-Stassen, Marjorie; Staats, Sara

2012-01-01

Returning to paid employment after retirement is occurring in many developed countries and can be expected to increase in the future. This study compared how women (n = 202) and men (n = 347) who had retired from a managerial or professional career occupation perceived factors associated with unretirement. Retired professional women perceived…

Affordances of Teacher Professional Learning in Secondary Schools

ERIC Educational Resources Information Center

Admiraal, Wilfried; Kruiter, Joke; Lockhorst, Ditte; Schenke, Wouter; Sligte, Henk; Smit, Ben; Tigelaar, Dineke; de Wit, Walter

2016-01-01

It is commonly understood that teachers in secondary school should develop throughout their career in order to stay as an essential factor in student learning. Schools can offer opportunities to link teachers' professional learning to their school practice with a positive impact on teachers' motivation to learn and the effectiveness of their…

Factors Related to the Recruitment and Retention of Professionals from Specialized Disciplines.

ERIC Educational Resources Information Center

Harrington, Deborah; And Others

A survey was developed to identify critical factors in job selection and retention for speech/language pathologists, physical therapists, and occupational therapists. The survey was completed by 455 New Mexico professionals in these disciplines. A principal-components analysis identified six factors that were important in career decisions: (1)…

What role can the rural pipeline play in the recruitment and retention of rural allied health professionals?

PubMed

Durey, Angela; Haigh, Margaret; Katzenellenbogen, Judith M

2015-01-01

People living in rural areas have poorer health than their urban counterparts with higher morbidity and mortality rates and lower life expectancy. Challenges attracting health professionals to work in rural locations in Australia and elsewhere have been well- documented. In response, the idea of a rural pipeline emerged in the medical literature as a career pathway for doctors, conceptualised as a career continuum starting at school and ending in a committed, appropriately trained and supported rural doctor. This article draws on the literature to consider how the concept of a rural pipeline can be used to enhance recruitment and retention of allied health professionals (AHPs) in Australia. The complexity of the issue is taken into account, acknowledging the diverse professional, organisational and social needs within and between AHPs and their different career pathways. With this in mind, the rural pipeline is adapted and extended to focus on AHPs who enter at any stage of their career to work in rural areas. Barriers to recruitment and retention require multifaceted strategies to encourage and support AHPs at various stages along the pipeline to enter, and remain in, rural practice. Findings from the literature identify discrete themes within and between AHPs about factors influencing their rural recruitment and retention choices and include career stage at entry to rural practice, age, gender, social context, professional support, organisational environment and public-private practice mix in service delivery. These findings underscored the development of an extended rural pipeline adapted to specifically target AHPs. This flexible framework of entry to rural practice can be applied at any stage of their career and includes suggestions of strategies to support retention. Evidence from studies of rural AHPs suggests a flexible approach to recruitment and retention is needed that takes into account the complexity of the issue. The extended rural pipeline adapted to AHPs avoids a one-size-fits-all approach. Instead, it offers a more nuanced approach that addresses the diversity within and between professions and reflects the different stages at which AHPs enter rural practice that can inform recruitment and retention strategies that better meet their needs.

Career moves of urban science teachers: Negotiating constancy, change, and confirmation

NASA Astrophysics Data System (ADS)

Rinke, Carol Riegelman

2007-12-01

This dissertation addresses the issue of teacher retention in urban science classrooms, in which a revolving door of new teachers leads to an inexperienced teaching force and reduced academic attainment for students. Urban science teachers are particularly susceptible to attrition due to extensive professional opportunities outside the classroom. This study follows eight case study teachers in an urban school district in order to better understand how today's urban science teachers think about their careers and career moves. Based on traditional research on teacher retention and existing literature on teachers' professional lives, this study focuses in particular on urban science teachers' professional priorities, community participation, and process of career decision making in order to determine the ways in which these factors may be consequential for their career paths. The study uses a qualitative case study methodology. Data collection methods include a survey of all first, second, and third year science teachers in one urban district followed by the selection of eight case study teachers using a variety of demographic, certification, and workplace characteristics. In-depth case studies included monthly interviews and professional observations over parts of two school years. The experiences and perspectives of the eight case study teachers revealed three patterns. First, the eight case study teachers followed two distinct paths through the profession, those who aimed to integrate and were oriented toward the educational system and those who wanted to participate and oriented themselves away from the educational system. These professional trajectories were influential in shaping case study teachers' experiences in schools as well as their career directions. Second, the eight case study teachers continually considered their professional alternatives, either within or outside of the educational system. Finally, the case study teachers aimed to get past the challenges inherent in urban teaching and reach professional confirmation before moving on to new roles and responsibilities. These themes indicate the centrality of urban science teachers' professional orientations for recruitment, preparation, and retention, demonstrate the need for in-depth and longitudinal research on teacher retention, and suggest the pivotal nature of professional growth in career mobility.

The Association of Polar Early Career Scientists (APECS): A Model for the Professional Development of Scientists (Invited)

NASA Astrophysics Data System (ADS)

Baeseman, J. L.; Apecs Leadership Team

2010-12-01

Efforts like the International Polar Year 2007-2008 (IPY) have helped to increase research efforts as well as enhancing the integration of education and outreach into research projects and developing the next generation of researchers. One of the major legacies of the IPY was the creation of the Association of Polar Early Career Scientists (APECS), which was developed in 2006 by young researchers and focuses on helping each other develop the skills needed for successful careers in research by working with senior mentors. APECS is an international and interdisciplinary organization of over 2000 early career researchers and educators with interests in the Polar Regions and the wider cryosphere from 45 countries. APECS aims to stimulate interdisciplinary and international research collaborations, and develop effective future leaders in polar research, education and outreach. This is achieved by - Facilitating international and interdisciplinary networking opportunities to share ideas and experiences and to develop new research directions and collaborations, - Providing opportunities for professional career development for both academic and alternative research professions, and - Promoting education and outreach as an integral component of polar research and to stimulate future generations of polar researchers. Since its inception, APECS has strived to develop a strong network of partnerships with senior international organizations and scientific bodies to provide career development opportunities for young researchers. These partnerships have led to early-career representation on science planning bodies at an international level, the mandate of early career researchers serving as co-chairs at science conferences, the development of a mentorship program, field schools and techniques workshops, mentor panel discussions at conferences and increased funding for young researchers to attend conferences. APECS has also worked with an international teachers network to develop “Polar Science and Global Climate: An International Resource Guide for Teachers and Researchers” which includes tips and tricks for scientists in communicating their research effectively. Because of its international membership, APECS used the internet as an effective tool to develop skills through a career development webinar series, literature discussion forum, and a virtual poster session where researchers can continue to present their research long after a conference poster session ends. These programs not only serve as ways for young researchers to develop their research, they also serve to provide leadership training to the many individuals who plan these activities and creates a strong sense of community across disciplinary and national boarders. The tools APECS has developed can be used to train the next generation of researchers in any field. But perhaps what is more important are the lessons learned from nurturing the organization to create a strong community of early career and senior researchers helping and motivating each other to improve and stay connected to research careers. This presentation will demonstrate how a young researcher driven effort can become an important and crucial component of any field of research on both the national and international level.

Wellness, Professional Quality of Life, and Career-Sustaining Behaviors: What Keeps Us Well?

ERIC Educational Resources Information Center

Lawson, Gerard; Myers, Jane E.

2011-01-01

A sample of 506 professional counselors who were members of the American Counseling Association completed measures of professional quality of life, career-sustaining behaviors (CSBs), and wellness. Significant differences were found both within the sample based on caseload characteristics and between the participants and available norm groups.…

The Professional Woman as Mother.

ERIC Educational Resources Information Center

Hoffman, Lois Wladis

This conference address on the question of the professional woman as mother focuses on the effects of a career on mothering, the effects of mothering on a career, and the effects of combining these two roles on a professional woman's personal satisfactions. The research indicates that when the working mother likes her work, she often seems to feel…

Career Management for Human Resource Professionals.

ERIC Educational Resources Information Center

Wiley, Carolyn

1992-01-01

Claims growing importance of human resource (HR) management suggests there are extensive career opportunities in HR. Notes there is no single entry position in HR management, and only one in seven HR professionals believes luck was a factor in his or her success. Concludes HR professionals must be able to deliver usual services and effectively…

The United Kingdom and Ireland Association of Forensic Toxicologists; establishing best practice for professional training & development in forensic toxicology.

PubMed

Cosbey, Simon; Elliott, Simon; Paterson, Sue

2017-01-01

The current status of forensic toxicology in the United Kingdom is discussed with an emphasis on professional training and development. Best practice is proposed using a blend of modular foundation knowledge training, continuing professional development, academic study, research & development and ongoing analytical practice. The need for establishing a professional career structure is also discussed along with a suggested example of a suitable model. The issues discussed in this paper are intended to provoke discussion within the forensic toxicology community, industry regulators and other government bodies responsible for the administration of justice. Copyright © 2016 The Chartered Society of Forensic Sciences. Published by Elsevier Ireland Ltd. All rights reserved.

A course on professional development for astronomy graduate students

NASA Astrophysics Data System (ADS)

Friel, Eileen D.

2014-01-01

There is increasingly wide-spread recognition in astronomy that professional training must broaden beyond its traditional approaches to academic classes and research. Many recent community advisory reports, including the National Academy of Sciences Decadal survey, Astro2010, recommend that graduate education accommodate the variety of career paths taken by graduates, taking into account the wide range of activities scientists engage in and the skills necessary to succeed in career options both inside and outside academia and specific scientific disciplines. In response to this need, Indiana University has recently offered a new graduate seminar in astronomy to provide this broader perspective and to prepare students for a variety of career paths after graduate school. The course uses a mixture of class discussion on selected topics supplemented by short readings, activities that prepare students for seeking employment and practice some necessary skills, and discussions with astronomers who have followed a variety of career paths. An important part of the seminar is the practical preparation of complete applications for typical positions students are likely to pursue following graduation, and the revision of these applications to be appropriate for a non-traditional career path. The goal of the course is to make students aware of the many options for careers that will be available to them and the skills that will be important for their success, and to equip students with strategies for following a personally satisfying career path.

Defining the Continuing Education Professional.

ERIC Educational Resources Information Center

English, John K.

1992-01-01

A job description for continuing education practitioners includes 11 domains and the job responsibilities for each: client management, external marketing, internal marketing, strategic planning, administration, program development, technology management, adult learning, personal development, career management, and community and professional…

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

Priorities for the professional development of registered nurses in nursing homes: a Delphi study.

PubMed

Cooper, Emily; Spilsbury, Karen; McCaughan, Dorothy; Thompson, Carl; Butterworth, Tony; Hanratty, Barbara

2017-01-08

To establish a consensus on the care and professional development needs of registered nurses (RNs) employed by UK care homes. Two-stage, online modified Delphi study. A panel (n = 352) of individuals with experience, expertise or interest in care home nursing: (i) care home nurses and managers; (ii) community healthcare professionals (including general practitioners, geriatricians, specialist and district nurses); and (iii) nurse educators in higher education. RNs employed by nursing homes require particular skills, knowledge, competence and experience to provide high-quality care for older residents. The most important responsibilities for the nursing home nurse were: promoting dignity, personhood and wellbeing, ensuring resident safety and enhancing quality of life. Continuing professional development priorities included personal care, dementia care and managing long-term conditions. The main barrier to professional development was staff shortages. Nursing degree programmes were perceived as inadequately preparing nurses for a nursing home role. Nursing homes could improve by providing supportive learning opportunities for students and fostering challenging and rewarding careers for newly RNs. If nurses employed by nursing homes are not fit for purpose, the consequences for the wider health and social-care system are significant. Nursing homes, the NHS, educational and local authorities need to work together to provide challenging and rewarding career paths for RNs and evaluate them. Without well-trained, motivated staff, a high-quality care sector will remain merely an aspiration.

Work Values, Occupational Engagement, and Professional Quality of Life in Counselors-in-Training: Assessments in a Constructivist-Based Career Counseling Course

ERIC Educational Resources Information Center

Blount, Ashley J.; Bjornsen, Abby L.; Moore, Madeleine M.

2018-01-01

In this investigation, a sample of counselors-in-training's (CITs) work values, occupational engagement, and professional quality of life were explored at pre- and post-completion of a career counseling course. In relation to work values, participants highly valued balance, support, helping, and honesty within their careers, while power,…

Careers of Professional Staff in Australian and UK Universities: A Mixed Methods Pilot Study

ERIC Educational Resources Information Center

Gander, Michelle

2017-01-01

This article confirms the reliability of a protean and boundaryless career attitudes scale, tested in a pilot study. Additionally, it summarises the results of this study into the career attitudes of professional staff in Australian and UK universities. A mixed methods approach was taken using a survey consisting of both closed questions on a…

Effective career ladders.

PubMed

Bryant, B; Rabbitts, D; Shover, J; Torres, M; VanDerHeyden, B; Violand-Jones, S

1992-01-01

Motivation, quality improvement, productivity enhancement. These are just some of the benefits of an effective career ladder program. The key term here is effective. It is easy for laboratory personnel to stagnate professionally if they do not have a career ladder program, but it is even easier for them to become frustrated--even cynical--over a program that fails to live up to its expectations to encourage, support, and reward professional advancement. If you have been looking form some ideas to get your own career ladder program off the ground, the following responses from your colleagues may help as CLMR asks: What makes your career ladder program effective?

The Development of the STEM Career Interest Survey (STEM-CIS)

NASA Astrophysics Data System (ADS)

Kier, Meredith W.; Blanchard, Margaret R.; Osborne, Jason W.; Albert, Jennifer L.

2014-06-01

Internationally, efforts to increase student interest in science, technology, engineering, and mathematics (STEM) careers have been on the rise. It is often the goal of such efforts that increased interest in STEM careers should stimulate economic growth and enhance innovation. Scientific and educational organizations recommend that efforts to interest students in STEM majors and careers begin at the middle school level, a time when students are developing their own interests and recognizing their academic strengths. These factors have led scholars to call for instruments that effectively measure interest in STEM classes and careers, particularly for middle school students. In response, we leveraged the social cognitive career theory to develop a survey with subscales in science, technology, engineering, and mathematics. In this manuscript, we detail the six stages of development of the STEM Career Interest Survey. To investigate the instrument's reliability and psychometric properties, we administered this 44-item survey to over 1,000 middle school students (grades 6-8) who primarily were in rural, high-poverty districts in the southeastern USA. Confirmatory factor analyses indicate that the STEM-CIS is a strong, single factor instrument and also has four strong, discipline-specific subscales, which allow for the science, technology, engineering, and mathematics subscales to be administered separately or in combination. This instrument should prove helpful in research, evaluation, and professional development to measure STEM career interest in secondary level students.

Workforce planning in dentistry: the impact of shorter and more varied career patterns.

PubMed

Newton, J T; Buck, D; Gibbons, D E

2001-12-01

To compare the frequency and duration of career breaks taken by three groups of dental health care professionals and to assess the impact of these and changes in working hours on human resource planning. Dental personnel planning has been the subject of recent attention, particularly the role of professionals complementary to dentistry. Data on which to plan a dental personnel strategy have been lacking. Questionnaire survey of a random sample of 10% of dental practitioners, and of all dental therapists and dental hygienists registered with the General Dental Council. The proportion of each group who had taken a career break at some point during their career was analysed for each professional group. A larger proportion of female general dental practitioners (61%) than male practitioners (27%) take a break in their career at some point during their working lives. The proportion of hygienists who take career breaks is similar (57%) to the proportion of female GDPs. The proportion of dental therapists who take a career break (who in this sample were all female) is 71%. The duration of career breaks taken by women is longer than that for males, the median length of career breaks for male dental practitioners is 4 months; female dental practitioners 9 months; hygienists 11 months; therapists 11.5 months. Female GDPs who take a career break can be expected to have a working life 25% shorter than a GDP who does not take a career break. As the proportion of female general dental practitioners increases, and with the possible expansion of the role of professionals complementary to dentistry, there is likely to be an increase in the proportion of dental personnel who take a career break during their working lives. Planning of dental personnel requirements should consider the likely effect of career breaks upon the availability of dental staff.

Wind Power Career Chat

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

2011-01-01

This document will teach students about careers in the wind energy industry. Wind energy, both land-based and offshore, is expected to provide thousands of new jobs in the next several decades. Wind energy companies are growing rapidly to meet America's demand for clean, renewable, and domestic energy. These companies need skilled professionals. Wind power careers will require educated people from a variety of areas. Trained and qualified workers manufacture, construct, operate, and manage wind energy facilities. The nation will also need skilled researchers, scientists, and engineers to plan and develop the next generation of wind energy technologies.

"Building up Speed", "Trying to Break Free", "Pushing It through the Pipe": Using Metaphor to Explore Early Career STEM Researchers' Grant Writing Capability

ERIC Educational Resources Information Center

Mackie, Sylvia Anne; McArthur, Sally

2017-01-01

This study demonstrates the use of metaphor analysis in needs assessment for developmental support and shows how it can be used to critically examine assumptions in the literature about the ways emerging researchers conceptualize their career trajectory. We investigated the professional development needs of a group of science, technology,…

Job-Linked Literacy: Innovative Strategies at Work. Part III. Moving Ahead: Basic Skills for Career Advancement. A Work in America Policy Study.

ERIC Educational Resources Information Center

Rosow, Jerome M.; Zager, Robert

This volume, Interim Report No. 3 in a 3-year study, considers literacy programs designed to qualify employees for promotions or professional advancement. It adopts a multidimensional definition of moving ahead, one that extends to monetary rewards, career development, and employment security. The volume is divided into two parts: report and case…

Improving Secondary Career and Technical Education through Professional Development: Alternative Certification and Use of Technical Assessment Data

ERIC Educational Resources Information Center

National Research Center for Career and Technical Education, 2011

2011-01-01

Secondary career and technical education (CTE) is a field in transition. It is moving from a primary focus on preparing students for entry-level employment to preparing them for continuing education and training as well as employment. The rapid pace of change in technology and the global economy has created a demand for workers who are able to…

Getting to the top: an analysis of 25 years of career rankings trajectories for professional women's tennis.

PubMed

Kovalchik, Stephanie A; Bane, Michael K; Reid, Machar

2017-10-01

Official rankings are the most common measure of success in professional women's tennis. Despite their importance for earning potential and tournament seeding, little is known about ranking trajectories of female players and their influence on career success. Our objective was to conduct a comprehensive study of the career progression of elite female tennis talent. The study examined the ranking trajectories of the top 250 female professionals between 1990 and 2015. Using regression modelling of yearly peak rankings, we found a strong association between the shape of the ranking trajectory and the highest career ranking earned. Players with the highest career peak ranking were the youngest when first ranked. For example, top 10 players were first ranked at age 15.5 years (99% CI = 14.8-15.9), 1.2 years (99% CI = 0.8-1.5) earlier than top 51-100 players. Top 10 players were also ranked in the top 100 longer than other players, holding a top 100 ranking until a mean age of 29.0 years (99% CI = 27.8-30.3) compared with age 24.4 years (99% CI = 23.7-25.2) for top 51-100 players. Ranking trajectories were more distinct with respect to player age than years from first ranking. The present study's findings will be instructive for players, coaches, and administrators in setting goals and assessing athlete development in women's tennis.

Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

PubMed

Helitzer, Deborah L; Newbill, Sharon L; Cardinali, Gina; Morahan, Page S; Chang, Shine; Magrane, Diane

2016-04-01

Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.