Award for Distinguished Early Career Contributions to Psychology in the Public Interest: Keith Humphreys

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Keith Humphreys, recipient of the Award for Distinguished Early Career Contributions to Psychology in the Public Interest, is cited for creatively combining a scientist's commitment to rigor, a clinician's emphasis on high-quality mental health care, and a policy analyst's understanding of how to address and resolve social problems. His work as a…

Award for Distinguished Early Career Contributions to Psychology in the Public Interest: Anneliese A. Singh.

PubMed

2016-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2016 corecipient of the Award for Distinguished Early Career Contributions to Psychology in the Public Interest is Anneliese A. Singh. Dr. Singh's scholarship "has promoted major advancements in LBGT studies and intersectionality of multiple identities." Singh's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Mitchell Receives 2013 Ronald Greeley Early Career Award in Planetary Science: Citation

NASA Astrophysics Data System (ADS)

McKinnon, William B.

2014-07-01

The Greeley Early Career Award is named for pioneering planetary scientist Ronald Greeley. Ron was involved in nearly every major planetary mission from the 1970s until his death and was extraordinarily active in service to the planetary science community. Ron's greatest legacies, however, are those he mentored through the decades, and it is young scientists whose work and promise we seek to recognize. This year's Greeley award winner is Jonathan L. Mitchell, an assistant professor at the University of California, Los Angeles (UCLA). Jonathan received his Ph.D. from the University of Chicago, and after a postdoc at the Institute for Advanced Studies in Princeton, he joined the UCLA faculty, where he holds a joint appointment in Earth and space sciences and in atmospheric sciences.

Rose L. Clark: award for distinguished early career contributions to psychology in the public interest.

PubMed

2006-11-01

Presents a citation for Rose L. Clark, who received the Award for Distinguished Early Career Contributions to Psychology in the Public Interest "for her leadership and contributions to the field of psychology in the awareness and advancement of research, practice, and policy on behalf of American Indian/Alaska Native (AI/AN) children, families, and communities." A brief profile and a selected bibliography accompany the citation. ((c) 2006 APA, all rights reserved).

Award for Distinguished Early Career Contributions to Psychology in the Public Interest: Mark L. Hatzenbuehler.

PubMed

2016-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2016 corecipient of the Award for Distinguished Early Career Contributions to Psychology in the Public Interest is Mark L. Hatzenbuehler. The Award recognizes Dr. Hatzenbuehler's advancements in understanding stigma, particularly "the stigma experience of being gay or bisexual at the psychological level in terms of rumination, secret keeping, and the like; at the social level in terms of stigma-imbued social interactions; and at the structural level in terms of policies such as the presence or absence of anti-bullying interventions in schools or gay marriage prohibitions at the level of states." Hatzenbuehler's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Career Planning and Development for Early-Career Scientists

EPA Science Inventory

Early career development can be looked at as being of two major phases. The first phase is the formal educational process leading to an awarded degree, postdoctoral training, and potentially formal certification in a scientific discipline. The second phase is the informal educa...

The Doris Duke Clinical Scientist Development Award: implications for early-career physician scientists.

PubMed

Escobar-Alvarez, Sindy N; Myers, Elizabeth R

2013-11-01

The Doris Duke Charitable Foundation Clinical Scientist Development Award (CSDA) supports early-career physician scientists in their transition to independent research funding. The authors aimed to analyze the characteristics associated with success in CSDA competitions, determine whether attainment of a CSDA is associated with receiving subsequent research funding, and assess whether alumni remain in research. In 2011, the authors tested for associations between gender, age, race/ethnicity, academic degree, National Institutes of Health (NIH) funding rank of the applicant's institution, and success in CSDA competitions. They compared NIH R01 grant attainment, defined as the percentage of individuals who received at least one R01 grant, between CSDA alumni and highly ranked but unsuccessful CSDA applicants (1998-2007). Finally, the authors surveyed alumni to learn more about their professional activities. Demographic factors were not predictors of success in CSDA competitions; academic degree and funding rank of the applicant's institution, however, were. A greater percentage of CSDA alumni than nonalumni received at least one R01 grant (62% [74/120] versus 42% [44/105]). For CSDA alumni who were 10 or more years from the start of their award, their median percent effort toward research activities was 68%. The factors associated with success in a CSDA competition included a combined clinical and doctoral research degree and affiliation with a well-funded institution. More alumni received NIH independent research funding than those who applied but did not receive the award. Thus, the CSDA is associated with physicians establishing independent and recognized research careers.

Nicholas Epley: Award for Distinguished Scientific Early Career Contributions to Psychology.

PubMed

2011-11-01

Presents Nicholas Epley, the 2011 winner of the American Psychological Association Award for Distinguished Scientific Early Career Contributions to Psychology. "For brilliant empirical and theoretical contributions to social cognition in general and for creative insights into how people understand the minds of others in particular. Nicholas Epley's empirical work demonstrates how basic mechanisms of social cognition can lead to interpersonal conflict and misunderstanding. His theoretical work expands social cognition beyond its traditional focus on human beings as targets of judgment, showing how basic mechanisms explain people's understanding of minds of all kinds, from pets to gadgets to gods. His work shows how social psychology, at its best, increases understanding of everyday life and inspires others to understand more." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

Adam M. Grant: Award for Distinguished Scientific Early Career Contributions to Psychology.

PubMed

2011-11-01

Presents Adam M. Grant, the 2011 winner of the American Psychological Association Award for Distinguished Scientific Early Career Contributions to Psychology. "For extensive, elegant, and programmatic research on the power of relational job design in enhancing employee motivation, productivity, and satisfaction; for creative and rigorous studies documenting the profound and surprising effects of connecting employees to their impact on others; for highlighting prosocial motivation, not only extrinsic and intrinsic motivations, as a key force behind employee behavior; and for demonstrating by example the feasibility and benefits of conducting field experiments, yielding studies rich in internal validity, external validity, and practical impact. In addition to his accomplishments, Adam M. Grant is known for his generosity as a scholar, teacher, and colleague." (PsycINFO Database Record (c) 2011 APA, all rights reserved). 2011 APA, all rights reserved

Department of Energy - Office of Science Early Career Research Program

NASA Astrophysics Data System (ADS)

Horwitz, James

The Department of Energy (DOE) Office of Science Early Career Program began in FY 2010. The program objectives are to support the development of individual research programs of outstanding scientists early in their careers and to stimulate research careers in the disciplines supported by the DOE Office of Science. Both university and DOE national laboratory early career scientists are eligible. Applicants must be within 10 years of receiving their PhD. For universities, the PI must be an untenured Assistant Professor or Associate Professor on the tenure track. DOE laboratory applicants must be full time, non-postdoctoral employee. University awards are at least 150,000 per year for 5 years for summer salary and expenses. DOE laboratory awards are at least 500,000 per year for 5 years for full annual salary and expenses. The Program is managed by the Office of the Deputy Director for Science Programs and supports research in the following Offices: Advanced Scientific and Computing Research, Biological and Environmental Research, Basic Energy Sciences, Fusion Energy Sciences, High Energy Physics, and Nuclear Physics. A new Funding Opportunity Announcement is issued each year with detailed description on the topical areas encouraged for early career proposals. Preproposals are required. This talk will introduce the DOE Office of Science Early Career Research program and describe opportunities for research relevant to the condensed matter physics community. http://science.energy.gov/early-career/

Helping early career research scientists ascend the professional ladder.

PubMed

King, Laina

2013-08-01

The Keystone Symposia Early Career Investigator Travel Award initiative is a unique successful research mentoring program tailored for 'end of the pipeline' life and biomedical scientists from academia and industry. Using targeted educational, mentoring, and networking activities, the program benefits early career scientists in solving a specific laboratory-based research question that is limiting their evolving research and could increase their ability to obtain new grants and improve their career progression. Copyright © 2013 Elsevier Ltd. All rights reserved.

Evaluation of a mid-career investigator career development award: Assessing the ability of OppNet K18 awardees to obtain NIH follow-on research funding.

PubMed

Pomeroy-Carter, Cassidy A; Williams, Sharon R; Han, Xueying; Elwood, William N; Zuckerman, Brian L

2018-01-01

The National Institutes of Health (NIH) K18 award mechanism provides funded opportunities for established investigators to gain knowledge in fields outside of their primary disciplines, but outcomes associated with these awards have not been evaluated to date. NIH's Basic Behavioral and Social Sciences Opportunity Network (OppNet) is one of the few initiatives that has used this award mechanism. We explored how the unique features of K18 awards affect the ability of recipients to obtain follow-on NIH research funding. We compared outcomes (ability to obtain follow-on funding and interval between receipt of the primary award and receipt of the first follow-on award) associated with OppNet K18 awards to findings from evaluations of other NIH career development (K) awards, which usually target early-career investigators. We hypothesized that K18 award recipients might be (1) more successful than are other K award recipients in obtaining follow-on NIH research funding due to their career experience or (2) less successful due to the competing demands of other projects. By analyzing follow-on NIH research awards and interview data, we found that OppNet K18 award recipients were at least as successful as were other K award recipients in obtaining follow-on funding and may have been more successful by certain measures. K18 awards produce their outcomes with a lower investment per investigator than do other K awards, suggesting continued or enhanced use of the mechanism.

Evaluation of a mid-career investigator career development award: Assessing the ability of OppNet K18 awardees to obtain NIH follow-on research funding

PubMed Central

Williams, Sharon R.; Han, Xueying; Elwood, William N.; Zuckerman, Brian L.

2018-01-01

The National Institutes of Health (NIH) K18 award mechanism provides funded opportunities for established investigators to gain knowledge in fields outside of their primary disciplines, but outcomes associated with these awards have not been evaluated to date. NIH’s Basic Behavioral and Social Sciences Opportunity Network (OppNet) is one of the few initiatives that has used this award mechanism. We explored how the unique features of K18 awards affect the ability of recipients to obtain follow-on NIH research funding. We compared outcomes (ability to obtain follow-on funding and interval between receipt of the primary award and receipt of the first follow-on award) associated with OppNet K18 awards to findings from evaluations of other NIH career development (K) awards, which usually target early-career investigators. We hypothesized that K18 award recipients might be (1) more successful than are other K award recipients in obtaining follow-on NIH research funding due to their career experience or (2) less successful due to the competing demands of other projects. By analyzing follow-on NIH research awards and interview data, we found that OppNet K18 award recipients were at least as successful as were other K award recipients in obtaining follow-on funding and may have been more successful by certain measures. K18 awards produce their outcomes with a lower investment per investigator than do other K awards, suggesting continued or enhanced use of the mechanism. PMID:29438411

2015 Distinguished career award: Reflections on a career in science.

PubMed

Stricker, Edward M

2016-08-01

I was very pleased to receive the 2015 Distinguished Career Award from SSIB. This brief manuscript contains reminisces that might stir up pleasant memories in the older members of SSIB and also some general thoughts that I hope will be of value to the younger investigators who are closer to the beginning of their scientific careers. Although the organization has chosen to honor me with this special award, my own career was shaped by a great many people who have influenced my scientific career and I want to acknowledge them. They include Neal Miller, my doctoral mentor at Yale; Joe Holmes and Alan Epstein, my postdoctoral mentors; George Wolf and Reed Hainsworth, graduate student colleagues; John Brobeck, Paul Rozin, and Phil Teitelbaum, Michael Zigmond, Joe Verbalis, Jim Smith, and Alan Sved, faculty colleagues; Derek Denton, Paul McHugh, and James Fitzsimons, scientific role models; John Bruno, Steve Fluharty, and Linda Rinaman, post-doctoral trainees at Pitt; and Lori Flanagan, Kath Curtis, Michael Bushey, Mike Bykowski, Reza Manesh, Carrie Smith, Jennifer Vaughan, and Myriam Stricker, student trainees at Pitt. I thank them all and also my colleagues in SSIB not only for the honor of this award but for providing an abundant supply of insights and discoveries that have stimulated me throughout my adult life, in addition to being an attentive community in supporting my own work. Copyright © 2015 Elsevier Inc. All rights reserved.

Gordon F. Kirkbright bursary award, 2019

NASA Astrophysics Data System (ADS)

2018-09-01

The Gordon F. Kirkbright bursary award is a prestigious annual award that assists a promising early career scientist of any nation to attend a recognised scientific meeting or visit a place of learning. (We define early career as being either a student, or an employee in a non-tenured academic post or in industry, within 7 years of award of PhD excluding career breaks).

Patricia Hartge Receives the HHS Career Achievement Award

Cancer.gov

In February 2012, Patricia Hartge, Sc.D., Deputy Director of DCEG’s Epidemiology and Biostatistics Program, received the Department of Health and Human Services (HHS) Career Achievement Award at the HHS Honor Awards Ceremony.

National Institutes of Health Career Development Awards for Cardiovascular Physician-Scientists: Recent Trends and Strategies for Success

PubMed Central

Carlson, Drew E.; Balke, C. William; Jackson, Elizabeth A.; Madhur, Meena S.; Barac, Ana; Abdalla, Marwah; Brittain, Evan L.; Desai, Nihar; Kates, Andrew M.; Freeman, Andrew M.; Mann, Douglas L.

2015-01-01

Nurturing the development of cardiovascular physician-scientist investigators is critical for sustained progress in cardiovascular science and improving human health. The transition from an inexperienced trainee to an independent physician-scientist is a multifaceted process requiring a sustained commitment from the trainee, mentors, and institution. A cornerstone of this training process is a career development (K) award from the National Institutes of Health (NIH). These awards generally require 75% of the awardee’s professional effort devoted to research aims and diverse career development activities carried out in a mentored environment over a 5-year period. We report on recent success rates for obtaining NIH K awards, provide strategies for preparing a successful application and navigating the early career period for aspiring cardiovascular investigators, and offer cardiovascular division leadership perspectives regarding K awards in the current era. Our objective is to offer practical advice that will equip trainees considering an investigator path for success. PMID:26483107

National Institutes of Health Career Development Awards for Cardiovascular Physician-Scientists: Recent Trends and Strategies for Success.

PubMed

Lindman, Brian R; Tong, Carl W; Carlson, Drew E; Balke, C William; Jackson, Elizabeth A; Madhur, Meena S; Barac, Ana; Abdalla, Marwah; Brittain, Evan L; Desai, Nihar; Kates, Andrew M; Freeman, Andrew M; Mann, Douglas L

2015-10-20

Nurturing the development of cardiovascular physician-scientist investigators is critical for sustained progress in cardiovascular science and improving human health. The transition from an inexperienced trainee to an independent physician-scientist is a multifaceted process requiring a sustained commitment from the trainee, mentors, and institution. A cornerstone of this training process is a career development (K) award from the National Institutes of Health (NIH). These awards generally require 75% of the awardee's professional effort devoted to research aims and diverse career development activities carried out in a mentored environment over a 5-year period. We report on recent success rates for obtaining NIH K awards, provide strategies for preparing a successful application and navigating the early career period for aspiring cardiovascular investigators, and offer cardiovascular division leadership perspectives regarding K awards in the current era. Our objective is to offer practical advice that will equip trainees considering an investigator path for success. Copyright © 2015 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Nina Starr Braunwald's Career, Legacy, and Awards: Results of a Survey of The Thoracic Surgery Foundation Award Recipients.

PubMed

Blackmon, Shanda H; Carpenter, Andrea J

2018-03-16

The legacy of Nina Starr Braunwald lives on in the form of her innovations, clearing a path for women in cardiothoracic surgery, and the lives of those she has trained or supported. As one of the early pioneers in cardiac surgery, she represents what is excellent in our profession. The Braunwald family has donated to The Thoracic Surgery Foundation in the form of Research Awards, and a survey was conducted to determine the career paths of recipients since the first award in 1993. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Ten-Year Publication Trajectories of Health Services Research Career Development Award Recipients: Collaboration, Awardee Characteristics, and Productivity Correlates.

PubMed

Halvorson, Max A; Finlay, Andrea K; Cronkite, Ruth C; Bi, Xiaoyu; Hayashi, Ko; Maisel, Natalya C; Amundson, Erin O'Rourke; Weitlauf, Julie C; Litt, Iris F; Owens, Douglas K; Timko, Christine; Cucciare, Michael A; Finney, John W

2016-03-01

This study's purpose was to identify distinct publishing trajectories among 442 participants in three prominent mentored health services research career development programs (Veterans Affairs, National Institutes of Health, and Agency for Healthcare Research & Quality) in the 10 years after award receipt and to examine awardee characteristics associated with different trajectories. Curricula vitae (CVs) of researchers receiving awards between 1991 and 2010 were coded for publications, grants, and awardee characteristics. We found that awardees published at constant or increasing rates despite flat or decreasing rates of first-author publications. Senior-author publications rose concurrently with rates of overall publications. Higher overall publication trajectories were associated with receiving more grants, more citations as measured by the h-index, and more authors per article. Lower trajectory groups were older and had a greater proportion of female awardees. Career development awards supported researchers who generally published successfully, but trajectories varied across individual researchers. Researchers' collaborative efforts produced an increasing number of articles, whereas first author articles were written at a more consistent rate. Career development awards in health services research supported the careers of researchers who published at a high rate; future research should further examine reasons for variation in publishing among early career researchers. © The Author(s) 2014.

NIH Career Development Awards in Clinical and Translational Science Award Institutions: Distinguishing Characteristics of Top Performing Sites

PubMed Central

Nakazono, Terry; Davidson, Pamela L.

2014-01-01

ABSTRACT Purpose To identify and disseminate the organizational characteristics of “top performing” National Institute of Health (NIH) Clinical and Translational Science Awards (CTSA) institutions in regards to career development, using the number of new K awards received per year to rank institutions and comparing these with non‐CTSA institutions. Methods The authors analyzed the organizational characteristics of all 61 CTSA institutions from 2006 to 2013 using the American Association of Medical Colleges Organizational Characteristics Database and K Award funding details using NIH RePORT. Results Five of the “top 10 performing” institutions are in the western region, and six out of the ten are public schools. Three of the “top 10 performing” institutions receive most of their K awards through two funding mechanisms—the K08 (mentored clinical scientist research award) and K23 (mentored patient‐oriented research career development awards). Notably, these three institutions lack a KL2 program. Conclusion The CTSA network of institutions is committed to developing the next generation of physician scientists in order to meet the pressing health needs of society. Educators and evaluators within this network may need to provide training to junior investigators beyond the traditional KL2 programs in order to advance their career development as physician scientists and clinical translational researchers. PMID:25044058

NIH Career Development Awards in Clinical and Translational Science Award institutions: distinguishing characteristics of top performing sites.

PubMed

Guerrero, Lourdes R; Nakazono, Terry; Davidson, Pamela L

2014-12-01

To identify and disseminate the organizational characteristics of "top performing" National Institute of Health (NIH) Clinical and Translational Science Awards (CTSA) institutions in regards to career development, using the number of new K awards received per year to rank institutions and comparing these with non-CTSA institutions. The authors analyzed the organizational characteristics of all 61 CTSA institutions from 2006 to 2013 using the American Association of Medical Colleges Organizational Characteristics Database and K Award funding details using NIH RePORT. Five of the "top 10 performing" institutions are in the western region, and six out of the ten are public schools. Three of the "top 10 performing" institutions receive most of their K awards through two funding mechanisms-the K08 (mentored clinical scientist research award) and K23 (mentored patient-oriented research career development awards). Notably, these three institutions lack a KL2 program. The CTSA network of institutions is committed to developing the next generation of physician scientists in order to meet the pressing health needs of society. Educators and evaluators within this network may need to provide training to junior investigators beyond the traditional KL2 programs in order to advance their career development as physician scientists and clinical translational researchers. © 2014 Wiley Periodicals, Inc.

A retrospective analysis of the Dermatology Foundation's Career Development Award Program.

PubMed

Boris, Chris; Lessin, Stuart R; Wintroub, Bruce U; Yancey, Kim B

2012-11-01

To provide research support that develops and retains leaders, educators, and investigators in dermatology and cutaneous biology, the Dermatology Foundation (DF) has designed and implemented a comprehensive Career Development Award (CDA) Program. To assess the impact of the DF's 3-year CDA, a comprehensive survey of recipients who received this mechanism of support between 1990 and 2007 was performed. Of 196 individuals receiving a DF CDA, 181 were identified and asked to complete a comprehensive questionnaire concerning their career status, employment history, professional rank, and record of independent research funding (private foundation, federal, other). A personal assessment of the impact of this funding on these individuals' career trajectory was also requested. Eighty percent of 181 CDA recipients identified currently hold full- or part-time positions in academic medicine. The faculty rank of 112 survey respondents included 46 assistant professors (41%), 41 associate professors (37%), 18 professors (16%), and 7 division or departmental chairs (6%). Of respondents, 84% reported that they have received subsequent independent research funding; 95 of these individuals (86%) have received funding from a federal agency (235 federal grants awarded to date with funding >$318M). The study was retrospective and self-reported; some awardees did not respond to the survey. The DF's CDA Program has succeeded in supporting the early career development of talented investigators, educators, and leaders; fostered the promotion and retention of these individuals in academic medicine; and nucleated numerous investigative careers that have successfully acquired independent research funding. Copyright © 2012 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

Career Development Awards in Emergency Medicine: Resources and Challenges.

PubMed

Mumma, Bryn E; Chang, Anna Marie; Kea, Bory; Ranney, Megan L

2017-07-01

In the United States, emergency medicine (EM) researchers hold proportionately fewer federal career development awards than researchers in other specialties. Others hypothesize that this deficit may partly be attributed to lack of mentors, departmental resources, and qualified applicants. Our objectives were to examine the association between departmental and institutional resources and career development awards and to describe the barriers to conducting research and btaining grants in EM. We conducted an online, cross-sectional survey study of vice chairs for research and research directors at academic emergency departments in the United States in January and February 2016. Participants provided quantitative information regarding their department's demographics, available research resources, number of funded independent investigators, and number of career development awards. They were also asked about the perceived adequacy of departmental and institutional resources and perceived barriers to research and grant success. Data were analyzed using descriptive statistics and multivariable linear regression, as appropriate. Of 178 eligible participants, 103 (58%) completed the survey. Most departments reported some infrastructure for research and grant submission, including research coordinator(s) (n = 75/99; 76%, 95% confidence interval [CI] = 66%-84%), research associates (69/99; 70%, 95% CI = 60%-79%), and administrative/secretarial research support (79/101; 78%, 95% CI = 69%-86%). The majority of departments (56/103; 49%, 95% CI = 44%-64%) had no R01-funded researchers, and only 15 (15%, 95% CI = 8%-23%) had three or more R01-funded researchers. The most frequently reported challenge to junior faculty applying for grants was low motivation for applying (62/103; 60%, 95% CI = 50%-70%), followed closely by insufficient mentorship (50/103; 49%, 95% CI = 39%-59%) and discouragement from low funding rates (50/103; 49%, 95% CI = 39%-59%). In the multivariable

Award for Distinguished Career Contributions to Education and Training in Psychology: Nancy S. Elman.

PubMed

2017-12-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2017 recipient of this award is Nancy S. Elman, whose leadership roles have brought significant advancements for the education and training of psychologists. Her award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Similarities and differences in the career trajectories of male and female career development award recipients.

PubMed

Jagsi, Reshma; DeCastro, Rochelle; Griffith, Kent A; Rangarajan, Soumya; Churchill, Cristina; Stewart, Abigail; Ubel, Peter A

2011-11-01

To examine the careers of career development award recipients. In 2009, a postal survey was conducted of 818 recipients of K08 and K23 awards in 2000-2001 to examine career paths and personal characteristics. Of 589 respondents (72% response rate), 211 (35.9%) were female. Women were less likely to have children (P<.001) than men. The vast majority of respondents (89.6%) remained in academic medicine. Among those, over three-quarters continued to spend significant time on research. On univariate analysis, women were not significantly less likely to report promotion, leadership positions, or application for R01 grants. They were less likely to have received an R01 (P=.006) and to perceive themselves as successful (P=.002), and they published fewer papers (P=.001). Overall, 118 women (55.9%) and 274 men (72.5%) met at least one of the following criteria for success: serving as principal investigator on an R01 or grants>$1,000,000 since K award receipt, publishing at least 35 publications since K award year, or serving as dean, department chair, or division chief. In a multivariate model, gender (odds ratio 1.72, P=.003) was associated with the likelihood of success by this definition, and analysis revealed no significant interactions (including with parental status). Most of these promising investigators of both genders remained in academia and received promotions. However, gender differences in success existed, unrelated to parental status, suggesting a need for ongoing investigation of the causes of gender differences in academic medical careers.

Award for Distinguished Career Contributions to Education and Training in Psychology: Roger P. Greenberg.

PubMed

2016-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2016 recipient of this award is Roger P. Greenberg, whose "scholarship has generated important evidence on psychotherapy process and outcome, personality theories, psychosomatic conditions, and the comparative effectiveness of psychological and biological treatments for mental disorders." Greenberg's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Rodney K. Goodyear: Award for Distinguished Career Contributions to Education and Training in Psychology.

PubMed

2015-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2015 recipient of this award is Rodney K. Goodyear "for his substantive, sustained, and enduring contributions to research and practice in the training and supervision of students and educators in professional psychology, and for his leadership in helping to establish competency standards in the area of clinical supervision both in the United States and internationally. Goodyear's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

Julio J. Ramirez: Award for Distinguished Career Contributions to Education and Training in Psychology.

PubMed

2014-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

School-to-Careers Company of the Year: 2000 Award Winners.

ERIC Educational Resources Information Center

National Employer Leadership Council, Washington, DC.

This booklet profiles the four School-to-Careers Company of the Year Award winners judged to be demonstrating clearly the value and importance of these three key employer activities: working directly with students and teachers, building a school-to-careers system in the community, and strengthening company practice. The four winners and their…

10 years of Elsevier/JQSRT awards

NASA Astrophysics Data System (ADS)

Stoop, José; Bernath, Peter F.; Mengüç, M. Pinar; Mishchenko, Michael I.; Rothman, Laurence S.

2017-10-01

The Elsevier award program administered by the Editorial Board of the Journal of Quantitative Spectroscopy and Radiative Transfer (JQSRT) was conceived in June of 2006 at the 9th Electromagnetic and Light Scattering Conference in St. Petersburg, Russia. Initially the program included three annual Elsevier/JQSRT awards for exceptional early-career scientists working in the main research fields covered by JQSRT: quantitative spectroscopy, radiative transfer, and electromagnetic scattering. In June of 2010 at the 12th Electromagnetic and Light Scattering Conference in Helsinki, Finland, it was decided to expand the award program to include three biennial Elsevier awards intended to celebrate fundamental life-time achievements of internationally recognized leaders in the same research fields. Finally, in 2013 the Elsevier award program was augmented to include a fourth annual early-career award in the category of atmospheric radiation and remote sensing.

Expanding the Field of Surgical Researchers: The Jahnigen Career Development Award.

PubMed

Deiner, Stacie

2017-10-01

Under a long-standing collaboration with the John A. Hartford Foundation (JAHF), the Atlantic Philanthropies (AP), and specialty societies in 10 targeted specialties, the American Geriatrics Society (AGS) has been working to improve quality of care provided to older adults by surgical and related medical specialists. To support and nurture future academic leaders, the Geriatrics-for-Specialists Initiative (GSI) established the Dennis W. Jahnigen Career Development Scholar Award (JCDA) program in 2002, with AP joining JAHF as a core funder of the awards in 2003. Commencing in 2011, the National Institute on Aging (NIA) launched the Grants for Early Medical/Surgical Specialists' Transition to Aging Research (GEMSSTAR) program, using an RO3 mechanism. Recipients of the JCDA and the GEMSSTAR are provided with 2 years of research support and networking opportunities with other scholars; 79 JCDA and 26 surgical and related medical specialty GEMSSTAR scholars have been funded through these award mechanisms, with AGS, JAHF, and surgical and related medical specialty societies providing matching support for 20 of the GEMSSTAR scholars for leadership development programs. One of the primary criteria for judging the overall success of the program was eventual transition of the award to a federally funded program, which was achieved when NIA launched the GEMSSTAR program in 2011. © 2017, Copyright the Author Journal compilation © 2017, The American Geriatrics Society.

Careers and people

NASA Astrophysics Data System (ADS)

2009-02-01

Early-career scientists honoured Nine physicists were among 67 US-based researchers to be awarded a Presidential Early Career Award for Scientists and Engineers at a White House ceremony in late December 2008. The award comes with up to five years' funding for research deemed critical to government missions. This year's winners include nuclear physicist Mickey Chiu and particle physicist Hooman Davoudiasl, both of the Brookhaven National Laboratory; biophysicist Michael Elowitz of the California Institute of Technology; Chad Fertig, an atomic physicist at the University of Georgia; astronomer Charles Kankelborg of Montana State University; astrophysicist Merav Opher of George Mason University; theorist Robin Santra of the Argonne National Laboratory; quantum-computing researcher Raymond Simmons of the National Institute of Standards and Technologies in Boulder, Colorado; and string theorist Anastasia Volovich of Brown University.

78 FR 13030 - Applications for New Awards; Native American Career and Technical Education Program (NACTEP)

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-26

... DEPARTMENT OF EDUCATION Applications for New Awards; Native American Career and Technical...: Notice. Overview Information: Native American Career and Technical Education Program (NACTEP). Notice... Purpose of Program: The Native American Career and Technical Education Program (NACTEP) provides grants to...

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

NASA Astrophysics Data System (ADS)

Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

Early career mentoring for translational researchers: mentee perspectives on challenges and issues.

PubMed

Keller, Thomas E; Collier, Peter J; Blakeslee, Jennifer E; Logan, Kay; McCracken, Karen; Morris, Cynthia

2014-01-01

The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. The range of mentee challenges was reflected in five major categories: (a) network--finding appropriate mentors to meet various needs; (b) access--structuring schedules and opportunities to receive mentoring; (c) expectations--negotiating the mechanics of the mentoring relationship and its purpose; (d) alignment--managing mentor-mentee mismatches regarding interests, priorities, and goals; and (e) skills and supports--developing the institutional supports to be successful. Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely, recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings.

Acceptance of the 2017 F.W. Clarke Award

NASA Astrophysics Data System (ADS)

McCubbin, Francis M.

2018-03-01

Thank you, Steelie, for that very kind and touching citation. Madam President and delegates of the 2017 Goldschmidt, I stand before you today both humbled and honored to receive the 2017F.W. Clarke Award from the Geochemical Society. It is quite intimidating to see the distinguished list of past recipients of this award. The accomplished careers of these individuals attest to the prestige of this great honor, and I consider myself fortunate to be listed among these individuals. Although I was elated by the news that I will receive this award, I also recognize that there are many other early career scientists that are equally deserving of such accolades. I consider it an honor to be part of such a strong community of early career geochemists, and I look forward to seeing the scientific accomplishments that will be achieved by our generation in the coming decades.

Productivity and career paths of previous recipients of Society for Academic Emergency Medicine research grant awards.

PubMed

Young, Kelly D

2008-06-01

The objective was to assess productivity of previous recipients of Society for Academic Emergency Medicine (SAEM) grant awards. All previous recipients of SAEM Research Training Grants, Neuroscience Research Awards, Scholarly Sabbatical Awards, and Emergency Medical Services (EMS) Research Fellowship awards funded through 2004 were identified through SAEM's records and surveyed. Award categories assessed were those still offered by SAEM at the time of the survey and therefore excluded the Geriatric Research Award. The 2005-2006 SAEM Grants Committee developed a survey using previous publications assessing productivity of training grants and fellowship awards and refined it through consensus review and limited pilot testing. We assessed measures of academic productivity (numbers of publications and additional grants awarded), commitment to an academic career, satisfaction with the SAEM award, and basic demographic information. Overall response rate was 70%; usable data were returned by all seven Research Training Grant awardees, both Neuroscience awardees, four of five Scholarly Sabbatical awardees, and six of 14 EMS Research Fellowship awardees. Of those who gave demographic information, 78% (14/18) were male and 94% (16/17) were non-Hispanic white. All the respondents remained in academics, and 14 of 19 felt that they will definitely be in academics 5 years from the time of the survey. They have a median of 1.8 original research publications per year since the end of their grant period, and 74% (14/19) have received subsequent federal funding. All found the SAEM award to be helpful or very helpful to their careers. Previous recipients of the SAEM grant awards show evidence of academic productivity in the form of subsequent grant funding and research publications, and the majority remain committed to and satisfied with their academic research careers.

Early Career Mentoring for Translational Researchers: Mentee Perspectives on Challenges and Issues

PubMed Central

Keller, Thomas E.; Collier, Peter J.; Blakeslee, Jennifer E.; Logan, Kay; McCracken, Karen; Morris, Cynthia

2014-01-01

Background and purposes The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and issues encountered by mentees in forming and maintaining productive mentoring relationships. Method Three focus groups (n=14) were conducted with early career researchers who had mentored career development awards. Thematic analysis identified, categorized, and illustrated the challenges and issues reported by mentees. Results The range of mentee challenges was reflected in five major categories: 1) network—finding appropriate mentors to meet various needs; 2) access—structuring schedules and opportunities to receive mentoring; 3) expectations—negotiating the mechanics of the mentoring relationship and its purpose; 4) alignment—managing mentor-mentee mismatches regarding interests, priorities, and goals; and 5) skills and supports—developing the institutional supports to be successful. Conclusions Mentoring relationships created for academic training and career development contend with tasks common to many other relationships, namely recognizing compatibility, finding time, establishing patterns, agreeing to goals, and achieving aims. Identifying challenges faced by mentees can facilitate the development of appropriate trainings and supports to foster mentoring relationships in academic and career settings. PMID:25010230

Bernice Lott: Award for Distinguished Senior Career Contributions to Psychology in the Public Interest

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of the winner of the American Psychological Association's Award for Distinguished Senior Career Contributions to Psychology in the Public Interest. The 2012 winner is Bernice Lott. Lott's commitment to the public interest has always guided her career, as her groundbreaking research on gender, ethnicity, and race…

Recognizing Business Issues in Professional Psychology for Clinical PsyD Trainees and Early Career Psychologists

ERIC Educational Resources Information Center

Maciel, Michelle

2012-01-01

The largest number of licensed psychologists are centralized in California. More PsyD than PhD degrees in clinical psychology are now awarded, and California houses 16 of the 59 APA-accredited programs. Post-millennia Early Career Psychologists (ECPs) typically accumulate over $120,000 in education debt, and may be concerned with the cost-benefit…

Career Track of Society of University Surgeons Resident Research Award Recipients

PubMed Central

Hassan, Burhan; Bernstam, Elmer; Hines, Joe; Simeone, Diane M.; Weber, Sharon; Geller, David; Evers, B. Mark; Meric-Bernstam, Funda

2015-01-01

Background Society of University Surgeons (SUS) has an ongoing competitive funding program to support research training for residents. We sought to determine the career track of award recipients. Methods SUS resident awardees who completed awards from 1989-2007 were included in the study. Characteristics of awardees and their academic productivity were extracted from curriculum vitae provided by awardees (n=24), or from online sources (n=7). Results The awardees spent an average of 2.7 years (range 1-4) of dedicated research time during residency. Awardees averaged 9.8 publications (range 1-32) with 5.4 as first author (range 1-17) with their mentor within three years of award completion, with an average maximum impact factor of 5.7. Twenty-five residents (81%) pursued fellowships. At an average follow-up of 11.4 years (range 4-22) from end of the award, and 7.2 years (0-18) from end of their clinical training, the awardees had an h-index of 14.5 (2-48). At the time of the study, 26 awardees (84%) were in academic surgery. Of the 23 awardees that had completed surgical training three years earlier or more, 11 (48%) received independent research funding, of which 7 (30%) received R01 or equivalent funding. Conclusions The SUS resident research awardees had a very productive research experience. Although our retrospective study cannot determine causation, the SUS award mechanism delivers on its promise of supporting junior surgeon-scientists that pursue academic careers and establish independent research programs. Further studies are needed to determine how rates of subsequent independent research funding can be improved. PMID:23751805

Career track of Society of University Surgeons Resident Research Award recipients.

PubMed

Hassan, Burhan; Bernstam, Elmer; Hines, O Joe; Simeone, Diane M; Weber, Sharon M; Geller, David A; Evers, B Mark; Meric-Bernstam, Funda

2013-11-01

The Society of University Surgeons (SUS) has an ongoing competitive funding program to support research training for residents. We sought to determine the career track of award recipients. We included in the study SUS resident awardees who completed awards from 1989-2007. Characteristics of awardees and their academic productivity were extracted from curriculum vitae provided by awardees (n = 24), or from online sources (n = 7). Awardees spent an average of 2.7 y (range, 1-4 y) of dedicated research time during residency. Awardees averaged 9.8 publications (range, 1-32), with 5.4 as first author (range, 1-17), with their mentor within 3 y of award completion, with an average maximum impact factor of 5.7. A total of 25 residents (81%) pursued fellowships. At an average follow-up of 11.4 y (range, 4-22 y) from the end of the award and 7.2 y (range, 0-18 y) from end of clinical training, awardees had a Hirsch index of 14.5 (range, 2-48). At the time of the study, 26 awardees (84%) were in academic surgery. Of the 23 awardees who had completed surgical training ≥ 3 y earlier, 11 (48%) received independent research funding, seven of whom (30%) received R01 or equivalent funding. The SUS resident research awardees had a productive research experience. Although our retrospective study cannot determine causation, the SUS award mechanism delivers on its promise of supporting junior surgeon-scientists who pursue academic careers and establish independent research programs. Further studies are needed to determine how rates of subsequent independent research funding can be improved. Copyright © 2013 Elsevier Inc. All rights reserved.

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.

Impacts of a CAREER Award on Advancing 3D Visualization in Geology Education

NASA Astrophysics Data System (ADS)

Billen, M. I.

2011-12-01

CAREER awards provide a unique opportunity to develop educational activities as an integrated part of one's research activities. This CAREER award focused on developing interactive 3D visualization tools to aid geology students in improving their 3D visualization skills. Not only is this a key skill for field geologists who need to visualize unseen subsurface structures, but it is also an important aspect of geodynamic research into the processes, such as faulting and viscous flow, that occur during subduction. Working with an undergraduate student researcher and using the KeckCAVES developed volume visualization code 3DVisualizer, we have developed interactive visualization laboratory exercises (e.g., Discovering the Rule of Vs) and a suite of mini-exercises using illustrative 3D geologic structures (e.g., syncline, thrust fault) that students can explore (e.g., rotate, slice, cut-away) to understand how exposure of these structures at the surface can provide insight into the subsurface structure. These exercises have been integrated into the structural geology curriculum and made available on the web through the KeckCAVES Education website as both data-and-code downloads and pre-made movies. One of the main challenges of implementing research and education activities through the award is that progress must be made on both throughout the award period. Therefore, while our original intent was to use subduction model output as the structures in the educational models, delays in the research results required that we develop these models using other simpler input data sets. These delays occurred because one of the other goals of the CAREER grant is to allow the faculty to take their research in a new direction, which may certainly lead to transformative science, but can also lead to more false-starts as the challenges of doing the new science are overcome. However, having created the infrastructure for the educational components, use of the model results in future

CRD's Daniela Ushizima Receives DOE Early Career Award

Science.gov Websites

Science. The award will fund research into developing new methods to help scientists extract more -the-art data analysis methods with emphasis on pattern recognition and machine learning emerging sources, multidisciplinary teams to interpret the data and the computational methods to automate some of

NASA Early Career Fellowship Program

NASA Astrophysics Data System (ADS)

Smith, H. D.

2012-12-01

The Early Career Fellowship program was established in 2005 to facilitate the integration of outstanding early career planetary science researchers into established research funding programs by providing tools and experience useful to maintain a successful research program. Executing a successful research program requires a few key elements such as: successful proposal writing; adequate (paid) research time; management of a laboratory; collaboration and networking; frequent and high-quality publications; and adequate start-up equipment funds. These elements may be particularly critical for early career researchers searching for a tenure- track or equivalent position. The Early Career Fellowship program recognizes the importance of these skills and provides extra funding and resources to begin a successful research program. For consideration into The Early Career Fellowship program, the candidate needs to be the P. I. or Science P.I. of a funded research proposal from one of the participating R&A program areas, be within 7 years of earning a PhD, hold a non-tenure track position, and indicate the early career candidacy when submitting the research proposal. If the research proposal is funded and the discipline scientist nominates the candidate as an early career fellow, the candidate is then considered a Fellow and eligible to propose for Step 2. Upon obtaining a tenure-track equivalent position the Fellow submits a Step 2 proposal for up to one hundred thousand dollars in start-up funds. Start-up funds may be used for salary; undergraduate and/or graduate research assistants; supplies and instrument upgrades; travel to conferences, meetings, and advisory groups; time and travel for learning new skills; publication page charges; books and journal subscriptions; computer time and/or specialized software; and other justified research-specific needs. The early career fellowship program provides resources that a more established scientist would have acquired allowing

A National Survey on the Effect of the Geriatric Academic Career Award in Advancing Academic Geriatric Medicine.

PubMed

Foley, Kevin T; Luz, Clare C; Hanson, Katherine V; Hao, Yuning; Ray, Elisia M

2017-05-01

A workforce that understands principles of geriatric medicine is critical to addressing the care needs of the growing elderly population. This will be impossible without a substantial increase in academicians engaged in education and aging research. Limited support of early-career clinician-educators is a major barrier to attaining this goal. The Geriatric Academic Career Award (GACA) was a vital resource that benefitted 222 junior faculty members. GACA availability was interrupted in 2006, followed by permanent discontinuation after the Geriatrics Workforce Education Program (GWEP) subsumed it in 2015, leaving aspiring clinician-educators with no similar alternatives. GACA recipients were surveyed in this cross-sectional, multimethod study to assess the effect of the award on career development, creation and dissemination of educational products, funding discontinuation consequences, and implications of program closure for the future of geriatric health care. Uninterrupted funding resulted in fulfillment of GACA goals (94%) and overall career success (96%). Collectively, awardees reached more than 40,700 learners. Funding interruption led to 55% working additional hours over and above an increased clinical workload to continue their GACA-related research and scholarship. Others terminated GACA projects (36%) or abandoned academic medicine altogether. Of respondents currently at GWEP sites (43%), only 13% report a GWEP budget including GACA-like support. Those with GWEP roles attributed their current standing to experience gained through GACA funding. These consequences are alarming and represent a major setback to academic geriatrics. GACA's singular contribution to the mission of geriatric medicine must prompt vigorous efforts to restore it as a distinct funding opportunity. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

13 CFR 305.11 - Contract awards; early construction start.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Contract awards; early construction start. 305.11 Section 305.11 Business Credit and Assistance ECONOMIC DEVELOPMENT ADMINISTRATION... § 305.11 Contract awards; early construction start. EDA must determine that the award of all contracts...

13 CFR 305.11 - Contract awards; early construction start.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 13 Business Credit and Assistance 1 2011-01-01 2011-01-01 false Contract awards; early construction start. 305.11 Section 305.11 Business Credit and Assistance ECONOMIC DEVELOPMENT ADMINISTRATION... § 305.11 Contract awards; early construction start. EDA must determine that the award of all contracts...

Exploring the Relationship between Self-Efficacy and Career Commitment among Early Career Agriculture Teachers

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2015-01-01

The purpose of this study was to investigate the differences in career commitment and perceived efficacy among early career agriculture teachers as well as the relationships between early career agriculture teachers' perceived efficacy and career commitment. Five areas of self-efficacy were investigated among early career agriculture teachers in…

NIH research funding and early career physician scientists: continuing challenges in the 21st century

PubMed Central

Garrison, Howard H.; Deschamps, Anne M.

2014-01-01

Physician scientists (researchers with either M.D. or M.D.-Ph.D. degrees) have the unique potential to combine clinical perspectives with scientific insight, and their participation in biomedical research has long been an important topic for policymakers and educators. Given the recent changes in the research environment, an update and extension of earlier studies of this population was needed. Our findings show that physician scientists are less likely to take a major role in biomedical research than they were in the past. The number of physician scientists receiving postdoctoral research training and career development awards is at an all-time low. Physician scientists today, on average, receive their first major research award (R01 equivalent) at a later age than in the 1980s. The number of first-time R01-equivalent awards to physicians is at the same level as it was 30 yr ago, but physicians now represent a smaller percentage of the grant recipients. The long-term decline in the number of physicians entering research careers was temporarily halted during the period of substantial U.S. National Institutes of Health (NIH) budget growth (1998–2003). These gains are lost, however, in the subsequent years when NIH budgets failed to keep pace with rising costs.— Garrison, H. H., Deschamps, A. M. NIH research funding and early career physician scientists: continuing challenges in the 21st century. PMID:24297696

Waterman Award nominations sought

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-10-01

The U.S. National Science Foundation (NSF) is accepting nominations for the 2013 Alan T. Waterman Award. The award, established in 1975 to commemorate NSF's first director, is the foundation's highest honor for promising, early-career researchers. Nominees are accepted from all sources, from any field of science and engineering that NSF supports. In addition to receiving a medal, the award recipient will also receive a $1,000,000 grant over 5 years for scientific research or advanced study in any field of science or engineering supported by NSF. Completed nomination packages are due by 31 October. For more information, see http://www.nsf.gov/od/waterman/waterman.jsp.

Recipients of major scientific awards: A descriptive and predictive analysis

NASA Astrophysics Data System (ADS)

Barbee, Andrew Calvin

Recent trends demonstrate an increase of women in leadership roles, STEM fields, and participating in higher education including graduate and doctoral programs, which is a result of Title IX. This quantitative study considered major scientific awards awarded to females and examines demographic characteristics of awardees from the Nobel, National Academy of Sciences (NAS), and National Science Foundation (NSF). More specifically, the following awards were examined the Nobel Prize in Chemistry, the NAS Public Welfare Medal, and the NSF National Medal of Science within the discipline of Physical Science. Also, this study focused on equality to determine if a fair playing field and equal opportunity for women in academics has improved since Title IX. A limited amount of research has explored female award recipients. Specifically, existing research, has not examined the pinnacle of academic performance in the form of national and international awards. In the present study, I posed research questions relating to demographic characteristics of award recipients from the Nobel, NAS, and NSF between 1975 and 2015. Additionally, I examined if sex and age of the awardees could predict early career award obtainment. Through the frame of Social cognitive theory (Bandura, 1986, 1997, and 2005) I considered how perceptions of gender roles are a product of influence by society and the possible connection to performance. Results indicated a limited number of females have received these scientific awards and the awardees age could predict receiving an award early in their career. Additionally, the study provided insight into the progression of Title IX within the context of athletics and academics. It addressed the incremental and systematic increase in academics for women at high school, college, career, and scientific awards. Perhaps most importantly, it identified an observed pattern for female science award recipients reaching a critical mass and a tipping point.

Thompson Receives 2013 Ocean Sciences Early Career Award: Response

NASA Astrophysics Data System (ADS)

Thompson, Andrew

2014-09-01

I would like to thank my nominator, Jess Adkins, as well as my supporters for their contributions to my nomination and the AGU Ocean Sciences section for its selection. It is an honor to join the past recipients of this award.

Gender differences in salary in a recent cohort of early-career physician-researchers.

PubMed

Jagsi, Reshma; Griffith, Kent A; Stewart, Abigail; Sambuco, Dana; DeCastro, Rochelle; Ubel, Peter A

2013-11-01

Studies have suggested that male physicians earn more than their female counterparts. The authors examined whether this disparity exists in a recently hired cohort. In 2010-2011, the authors surveyed recent recipients of National Institutes of Health (NIH) mentored career development (i.e., K08 or K23) awards, receiving responses from 1,275 (75% response rate). For the 1,012 physicians with academic positions in clinical specialties who reported salary, they constructed linear regression models of salary considering gender, age, race, marital status, parental status, additional doctoral degree, academic rank, years on faculty, specialty, institution type, region, institution NIH funding rank, K award type, K award funding institute, K award year, work hours, and research time. They evaluated the explanatory value of spousal employment status using Peters-Belson regression. Mean salary was $141,325 (95% confidence interval [CI] 135,607-147,043) for women and $172,164 (95% CI 167,357-176,971) for men. Male gender remained an independent, significant predictor of salary (+$10,921, P < .001) even after adjusting for specialty, academic rank, work hours, research time, and other factors. Peters-Belson analysis indicated that 17% of the overall disparity in the full sample was unexplained by the measured covariates. In the married subset, after accounting for spousal employment status, 10% remained unexplained. The authors observed, in this recent cohort of elite, early-career physician-researchers, a gender difference in salary that was not fully explained by specialty, academic rank, work hours, or even spousal employment. Creating more equitable procedures for establishing salary is important.

Recent activities of the Seismology Division Early Career Representative(s)

NASA Astrophysics Data System (ADS)

Agius, Matthew; Van Noten, Koen; Ermert, Laura; Mai, P. Martin; Krawczyk, CharLotte

2016-04-01

The European Geosciences Union is a bottom-up-organisation, in which its members are represented by their respective scientific divisions, committees and council. In recent years, EGU has embarked on a mission to reach out for its numerous 'younger' members by giving awards to outstanding young scientists and the setting up of Early Career Scientists (ECS) representatives. The division representative's role is to engage in discussions that concern students and early career scientists. Several meetings between all the division representatives are held throughout the year to discuss ideas and Union-wide issues. One important impact ECS representatives have had on EGU is the increased number of short courses and workshops run by ECS during the annual General Assembly. Another important contribution of ECS representatives was redefining 'Young Scientist' to 'Early Career Scientist', which avoids discrimination due to age. Since 2014, the Seismology Division has its own ECS representative. In an effort to more effectively reach out for young seismologists, a blog and a social media page dedicated to seismology have been set up online. With this dedicated blog, we'd like to give more depth to the average browsing experience by enabling young researchers to explore various seismology topics in one place while making the field more exciting and accessible to the broader community. These pages are used to promote the latest research especially of young seismologists and to share interesting seismo-news. Over the months the pages proved to be popular, with hundreds of views every week and an increased number of followers. An online survey was conducted to learn more about the activities and needs of early career seismologists. We present the results from this survey, and the work that has been carried out over the last two years, including detail of what has been achieved so far, and what we would like the ECS representation for Seismology to achieve. Young seismologists are

Michael E. Lamb: Award for Distinguished Senior Career Contributions to Psychology in the Public Interest.

PubMed

2015-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2015 co-recipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest is Michael E. Lamb. Lamb was selected because his "work profoundly shaped the fields of developmental psychology, social welfare, child and family policy, and law." Lamb's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

CAREER opportunities at the Condensed Matter Physics Program, NSF/DMR

NASA Astrophysics Data System (ADS)

Durakiewicz, Tomasz

The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity, offering prestigious awards in support of junior faculty. Awards are expected to build the careers of teacher-scholars through outstanding research, excellent education and the integration of education and research. Condensed Matter Physics Program receives between 35 and 45 CAREER proposals each year, in areas related to fundamental research of phenomena exhibited by condensed matter systems. Proposal processing, merit review process, funding levels and success rates will be discussed in the presentation. NSF encourages submission of CAREER proposals from junior faculty members from CAREER-eligible organizations and encourages women, members of underrepresented minority groups, and persons with disabilities to apply. NSF/DMR/CMP homepage: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5666

Gender Differences in Salary in a Recent Cohort of Early-Career Physician-Researchers

PubMed Central

Jagsi, Reshma; Griffith, Kent A.; Stewart, Abigail; Sambuco, Dana; DeCastro, Rochelle; Ubel, Peter A.

2013-01-01

Purpose Since prior studies have suggested that male physicians earn more than their female counterparts, the authors examined whether this disparity exists in a recently hired cohort. Method In 2010-11, the authors surveyed recent recipients of National Institutes of Health (NIH) mentored career development (i.e., K08 or K23) awards, receiving responses from 1,275 (75% response rate). For the 1,012 physicians with academic positions in clinical specialties who reported salary, they constructed linear regression models of salary considering gender, age, race, marital status, parental status, additional doctoral degree, academic rank, years on faculty, specialty, institution type, region, institution NIH funding rank, K-award type, K-award funding institute, K-award year, work hours, and research time. They evaluated the explanatory value of spousal employment status using Peters-Belson regression. Results Mean salary was $141,325 (95% confidence interval [CI] 135,607-147,043) for women and $172,164 (95% CI 167,357-176,971) for men. Male gender remained an independent, significant predictor of salary (+$10,921, P < 0.001) even after adjusting for specialty, academic rank, work hours, research time, and other factors. Peters-Belson analysis indicated that 17% of the overall disparity in the full sample was unexplained by the measured covariates. In the married subset, after accounting for spousal employment status, 10% remained unexplained. Conclusions The authors observed, in this recent cohort of elite, early-career physician researchers, a gender difference in salary that was not fully explained by specialty, academic rank, work hours, or even spousal employment. Creating more equitable procedures for establishing salary at academic institutions is important. PMID:24072109

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.

A 10-year analysis of American Society For Radiation Oncology Junior Faculty Career Development Awards.

PubMed

Kimple, Randall J; Kao, Gary D

2013-03-15

Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained were confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members. Copyright © 2013 Elsevier Inc. All rights reserved.

A 10-Year Analysis of American Society for Radiation Oncology Junior Faculty Career Development Awards

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

Kimple, Randall J., E-mail: rkimple@humonc.wisc.edu; Kao, Gary D.

2013-03-15

Purpose: Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Methods: Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained weremore » confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. Results: All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). Conclusions: ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members.« less

Enhancing international collaboration among early career researchers.

PubMed

Carroll, Jennifer K; Albada, Akke; Farahani, Mansoureh; Lithner, Maria; Neumann, Melanie; Sandhu, Harbinder; Shepherd, Heather L

2010-09-01

The European Association of Communication in Healthcare (EACH) Early Career Researchers Network (ECRN) aims are to (1) promote international collaboration among young investigators and (2) provide a support network for future innovative communication research projects. In October 2009, Miami, USA at a workshop facilitated by the ECRN at the International Conference on Communication in Healthcare (ICCH) hosted by the American Academy of Communication in Healthcare we explored common facilitators and challenges faced by early career researchers in health communication research. Attendees introduced themselves, their research area(s) of interest, and listed one facilitator and one barrier for their career development. EACH ECRN members then led a discussion of facilitators and challenges encountered in communication research projects and career development. We discussed potential collaboration opportunities, future goals, and activities. Having supportive collegial relationships, institutional support, job security, and funding are critical facilitators for early career investigators. Key challenges include difficulty with time management and prioritizing, limited resources, and contacts. International collaboration among early career researchers is a feasible and effective means to address important challenges, by increasing opportunities for professional support and networking, problem-solving, discussion of data, and ultimately publishing. Future AACH-EACH Early Career Researcher Networks should continue to build collaborations by developing shared research projects, papers, and other scholarly products. Copyright (c) 2010. Published by Elsevier Ireland Ltd.

Enhancing international collaboration among early-career researchers

PubMed Central

Carroll, Jennifer K; Albada, Akke; Farahani, Mansoureh; Lithner, Maria; Neumann, Melanie; Sandhu, Harbinder; Shepherd, Heather L

2010-01-01

Objective The European Association of Communication in Healthcare (EACH) Early Career Researchers Network (ECRN) aims are to (1) promote international collaboration among young investigators and (2) provide a support network for future innovative communication research projects. In October 2009, Miami, USA at a workshop facilitated by the ECRN at the International Conference on Communication in Healthcare (ICCH) hosted by the American Academy of Communication in Healthcare we explored common facilitators and challenges faced by early career researchers in health communication research. Methods Attendees introduced themselves, their research area(s) of interest, and listed one facilitator and one barrier for their career development. EACH ECRN members then led a discussion of facilitators and challenges encountered in communication research projects and career development. We discussed potential collaboration opportunities, future goals, and activities. Results Having supportive collegial relationships, institutional support, job security, and funding are critical facilitators for early career investigators. Key challenges include difficulty with time management and prioritizing, limited resources, and contacts. Conclusion International collaboration among early career researchers is a feasible and effective means to address important challenges, by increasing opportunities for professional support and networking, problem-solving, discussion of data, and ultimately publishing. Practice Implications Future AACH-EACH Early Career Researcher Networks should continue to build collaborations by developing shared research projects, papers, and other scholarly products. PMID:20663630

Award for Distinguished Senior Career Contributions to Psychology in the Public Interest: Beverly Greene

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Beverly Greene, recipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest, has a long history of distinguished contributions in the public interest through her research, scholarship, teaching, practice, and consultation. Her work raises the visibility of many populations that have been overlooked and…

Gary B. Melton: Award for Distinguished Senior Career Contributions to Psychology in the Public Interest.

PubMed

2014-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2014 recipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest is Gary B. Melton. Melton was selected for his "influential scholarship on critical topics in psychology in the public interest, especially child and family law and policy, forensic mental health services, child advocacy, rural psychology, research ethics, and child abuse and neglect." Melton's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Award for Distinguished Senior Career Contributions to Psychology in the Public Interest: José Toro-Alfonso.

PubMed

2016-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2016 corecipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest is José Toro-Alfonso, who was posthumously given this award for his commitment to "issues of inequity, diversity, and to the alleviation of human suffering particularly among Latino/Latina and LGBTQ communities." He "pioneered HIV/AIDS-related services for youth, women, gay, and transgender populations," and Toro-Alfonso's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Lumley and Miller Student Scholarships Awarded to Ramos-Garcés and Ahmed

NASA Astrophysics Data System (ADS)

McCarthy, Lauren

2013-03-01

As part of the strategic plan, AGU works to enhance engagement and involvement of students and early-career scientists with the scientific community and uses its position as a diverse and inclusive organization to build the global talent pool in Earth and space science. Student travel grants, awards, and scholarships are a few of the essential ways students and early-career scientists get involved in AGU every year.

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.

Early-career experts essential for planetary sustainability

USGS Publications Warehouse

Lim, Michelle; Lynch, Abigail J.; Fernández-Llamazares, Alvaro; Balint, Lenke; Basher, Zeenatul; Chan, Ivis; Jaureguiberry, Pedro; Mohamed, A.A.A.; Mwampamba, Tuyeni H.; Palomo, Ignacio; Pliscoff, Patricio; Salimov, R.A.; Samakov, Aibek; Selomane, Odirilwe; Shrestha, Uttam B.; Sidorovich, Anna A.

2017-01-01

Early-career experts can play a fundamental role in achieving planetary sustainability by bridging generational divides and developing novel solutions to complex problems. We argue that intergenerational partnerships and interdisciplinary collaboration among early-career experts will enable emerging sustainability leaders to contribute fully to a sustainable future. We review 16 international, interdisciplinary, and sustainability-focused early-career capacity building programs. We conclude that such programs are vital to developing sustainability leaders of the future and that decision-making for sustainability is likely to be best served by strong institutional cultures that promote intergenerational learning and involvement.

Mitchell Receives 2013 Ronald Greeley Early Career Award in Planetary Science: Response

NASA Astrophysics Data System (ADS)

Mitchell, Jonathan L.

2014-07-01

I am honored to receive this award in memory of Ron Greeley. Although I did not have the opportunity to know him, I had the pleasure of getting to know his wife, Cynthia, at a luncheon prior to the special awards session at the AGU Fall Meeting. Cynthia is an intelligent and elegant southern woman with a confident gaze. She spoke fondly of Ron and of her sincere respect for his work ethic and dedication to planetary science. What most impressed me, though, was the respect Ron showed to her and the kids by always "giving them the evenings"; no matter how busy things got, Ron always kept his evenings open for Cynthia. This clearly meant the world to her. As a family man, I can only hope that my wife and kids will speak so kindly of me many years from now. I would like to dedicate this award to them in gratitude for their seemingly unconditional love and support.

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…

Dissecting the workforce and workplace for clinical endocrinology, and the work of endocrinologists early in their careers.

PubMed

Desjardins, Claude; Bach, Mark A; Cappola, Anne R; Seely, Ellen W; Ehrenberg, Ronald G

2011-04-01

The United States lacks timely reliable mechanisms for assessing the professional work of subspecialty physicians. The aim was to use early-career members of The Endocrine Society as a model to estimate subspecialty physician involvement in patient care, teaching, research, and administration among clinical, academic, federal, and pharmaceutical/biotech workplaces and to assess the workforce for research within individual workplaces. Physicians joining The Endocrine Society from 1991-2005 and residing in North America were invited to complete a Web-based survey. This report relies on 817 early-career endocrinologists or 29.6% of eligible respondents. Respondents from all types of workplaces engaged in patient care, teaching, research, and administration. The time committed to the four tasks, however, differed significantly among workplaces. Research (basic, translational, disease, patient, population, and prevention) was accomplished within all workplaces, but the scope and scale of investigative work was employer dependent. Recipients of National Institutes of Health K08/23 awards succeeded in receiving federal research project grants (P < 0.001). Respondents associated research with lowered incomes, a perception validated by an estimated drop in annual earnings of 2.8% per half-day spent on research (P < 0.001). Women in academic settings earned less than men (P < 0.01) and were less likely to occupy tenure-eligible positions (P < 0.01). Web-based surveys offer a simple tool for estimating the work of subspecialty physicians and provide a framework for improving biomedical investigation. Several interventions should be considered for endocrinology: recruit physicians from underrepresented demographic groups, increase K08/23 awards, incentivize investigative careers, and improve the national infrastructure for biomedical research.

Mentor Perspectives on the Place of Undergraduate Research Mentoring in Academic Identity and Career Development: An Analysis of Award Winning Mentors

ERIC Educational Resources Information Center

Hall, Eric E.; Walkington, Helen; Shanahan, Jenny Olin; Ackley, Elizabeth; Stewart, Kearsley A.

2018-01-01

This study examines how Undergraduate Research (UR) mentoring fits into the career profile of award-winning UR mentors and the factors that motivate engagement as UR mentors. Twenty-four award-winning UR mentors in four countries were interviewed about their mentoring practices. Six themes emerged: (1) Academic Identity and Motivations; (2)…

2011 Presidential Early Career Awards for Scientists and Engineers: the PECASE Awards Ceremony

ScienceCinema

Poneman, Daniel

2018-05-31

The winners for 2011 of the DOE PECASE Awards were recognized in a ceremony held August 01, 2012. Dr. Bill Brinkman, Director of the Office of Science introduced the main speaker, DOE Deputy Secretary Daniel B. Poneman. Leaders from across the Department and the fields of energy research and technology presented the 2011 winners. They are: Dr. Stanley Atcitty (SNL); Dr. Jeffrey W. Banks (LLNL); Dr. Amy J. Clarke (LANL); Derek R. Gaston (INL); Dr. Christopher Hirata (California Institute of Technology); Dr. Heileen Hsu-Kim (Duke University); Dr. Thomas Francisco (Jaramillo Stanford University); Dr.Pablo Jarillo-Herrero (MIT); Dr. Peter Mueller (ANL); Dr. Daniel B. Sinars (SNL); Dr. Jesse Thaler (MIT); and Dr. Heather Whitley (LLNL).

Final Technical Report for Years 1-4 of the Early Career Research Project "Viscosity and equation of state of hot and dense QCD matter" - ARRA portion

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

Molnar, Denes

2014-04-14

The Section below summarizes research activities and achievements during the first four years of the PI’s Early Career Research Project (ECRP). Two main areas have been advanced: i) radiative 3 ↔ 2 radiative transport, via development of a new computer code MPC/Grid that solves the Boltzmann transport equation in full 6+1D (3X+3V+time) on both single-CPU and parallel computers; ii) development of a self-consistent framework to convert viscous fluids to particles, and application of this framework to relativistic heavy-ion collisions, in particular, determination of the shear viscosity. Year 5 of the ECRP is under a separate award number, and therefore itmore » has its own report document ’Final Technical Report for Year 5 of the Early Career Research Project “Viscosity and equation of state of hot and dense QCDmatter”’ (award DE-SC0008028). The PI’s group was also part of the DOE JET Topical Collaboration, a multi-institution project that overlapped in time significantly with the ECRP. Purdue achievements as part of the JET Topical Collaboration are in a separate report “Final Technical Report summarizing Purdue research activities as part of the DOE JET Topical Collaboration” (award DE-SC0004077).« less

Activities for Career Development in Early Childhood Curriculum.

ERIC Educational Resources Information Center

Yawkey, Thomas Daniels; Aronin, Eugene L.

The book presents career education activities and approaches for use by teachers, administrators, counselors, and students involved in early childhood education (ages three through eight). Part One stresses the importance of and rationale for career development in the early childhood curriculum. Research support for the approach to career…

Final report for the DOE Early Career Award #DE-SC0003912

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

Jayaraman, Arthi

This DoE supported early career project was aimed at developing computational models, theory and simulation methods that would be then be used to predict assembly and morphology in polymer nanocomposites. In particular, the focus was on composites in active layers of devices, containing conducting polymers that act as electron donors and nanoscale additives that act as electron acceptors. During the course this work, we developed the first of its kind molecular models to represent conducting polymers enabling simulations at the experimentally relevant length and time scales. By comparison with experimentally observed morphologies we validated these models. Furthermore, using these modelsmore » and molecular dynamics simulations on graphical processing units (GPUs) we predicted the molecular level design features in polymers and additive that lead to morphologies with optimal features for charge carrier behavior in solar cells. Additionally, we also predicted computationally new design rules for better dispersion of additives in polymers that have been confirmed through experiments. Achieving dispersion in polymer nanocomposites is valuable to achieve controlled macroscopic properties of the composite. The results obtained during the course of this DOE funded project enables optimal design of higher efficiency organic electronic and photovoltaic devices and improve every day life with engineering of these higher efficiency devices.« less

2011 Presidential Early Career Awards for Scientists and Engineers: the PECASE Awards Ceremony

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

Poneman, Daniel

2012-08-01

The winners for 2011 of the DOE PECASE Awards were recognized in a ceremony held August 01, 2012. Dr. Bill Brinkman, Director of the Office of Science introduced the main speaker, DOE Deputy Secretary Daniel B. Poneman. Leaders from across the Department and the fields of energy research and technology presented the 2011 winners. They are: Dr. Stanley Atcitty (SNL); Dr. Jeffrey W. Banks (LLNL); Dr. Amy J. Clarke (LANL); Derek R. Gaston (INL); Dr. Christopher Hirata (California Institute of Technology); Dr. Heileen Hsu-Kim (Duke University); Dr. Thomas Francisco (Jaramillo Stanford University); Dr.Pablo Jarillo-Herrero (MIT); Dr. Peter Mueller (ANL); Dr.more » Daniel B. Sinars (SNL); Dr. Jesse Thaler (MIT); and Dr. Heather Whitley (LLNL).« less

Investing in Early Career General Staff

ERIC Educational Resources Information Center

Graham, Carroll

2009-01-01

With the greying of the Australian population, it has been widely recognised that active career development for early career academics is essential to the future capacities of universities (Hugo, Daysh, Morris & Rudd, 2004). However, the same has not been acknowledged for general staff, despite general staff comprising more than 50% of staff…

Early Career Teacher Attrition: Intentions of Teachers Beginning

ERIC Educational Resources Information Center

Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri

2015-01-01

Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

What Is Career Success for Academic Hospitalists? A Qualitative Analysis of Early-Career Faculty Perspectives.

PubMed

Cumbler, Ethan; Yirdaw, Essey; Kneeland, Patrick; Pierce, Read; Rendon, Patrick; Herzke, Carrie; Jones, Christine D

2018-06-01

Understanding the concept of career success is critical for hospital medicine groups seeking to create sustainably rewarding faculty positions. Conceptual models of career success describe both extrinsic (compensation and advancement) and intrinsic (career satisfaction and job satisfaction) domains. How hospitalists define career success for themselves is not well understood. In this study, we qualitatively explore perspectives on how early-career clinician-educators define career success. We developed a semistructured interview tool of open-ended questions validated by using cognitive interviewing. Transcribed interviews were conducted with 17 early-career academic hospitalists from 3 medical centers to thematic saturation. A mixed deductiveinductive, qualitative, analytic approach was used to code and map themes to the theoretical framework. The single most dominant theme participants described was "excitement about daily work," which mapped to the job satisfaction organizing theme. Participants frequently expressed the importance of "being respected and recognized" and "dissemination of work," which were within the career satisfaction organizing theme. The extrinsic organizing themes of advancement and compensation were described as less important contributors to an individual's sense of career success. Ambivalence toward the "academic value of clinical work," "scholarship," and especially "promotion" represented unexpected themes. The future of academic hospital medicine is predicated upon faculty finding career success. Clinician-educator hospitalists view some traditional markers of career advancement as relevant to success. However, early-career faculty question the importance of some traditional external markers to their personal definitions of success. This work suggests that the selfconcept of career success is complex and may not be captured by traditional academic metrics and milestones. © 2018 Society of Hospital Medicine

Early Career Leadership Opportunities in Australian Rural Schools

ERIC Educational Resources Information Center

Graham, Lorraine; Miller, Judith; Paterson, David

2009-01-01

Due to the difficulties inherent in staffing rural schools in Australia, it is increasingly common for beginning teachers to fill school leadership roles early in their careers. The purpose of this paper is to explore the accelerated progression of some early career teachers who have been offered leadership opportunities in rural schools. Results…

Status of Early-Career Academic Cardiology: A Global Perspective.

PubMed

Tong, Carl W; Madhur, Meena S; Rzeszut, Anne K; Abdalla, Marwah; Abudayyeh, Islam; Alexanderson, Erick; Buber, Jonathan; Feldman, Dmitriy N; Gopinathannair, Rakesh; Hira, Ravi S; Kates, Andrew M; Kessler, Thorsten; Leung, Steve; Raj, Satish R; Spatz, Erica S; Turner, Melanie B; Valente, Anne Marie; West, Kristin; Sivaram, Chittur A; Hill, Joseph A; Mann, Douglas L; Freeman, Andrew M

2017-10-31

Early-career academic cardiologists, who many believe are an important component of the future of cardiovascular care, face myriad challenges. The Early Career Section Academic Working Group of the American College of Cardiology, with senior leadership support, assessed the progress of this cohort from 2013 to 2016 with a global perspective. Data consisted of accessing National Heart, Lung, and Blood Institute public information, data from the American Heart Association and international organizations, and a membership-wide survey. Although the National Heart, Lung, and Blood Institute increased funding of career development grants, only a small number of early-career American College of Cardiology members have benefited as funding of the entire cohort has decreased. Personal motivation, institutional support, and collaborators continued to be positive influential factors. Surprisingly, mentoring ceased to correlate positively with obtaining external grants. The totality of findings suggests that the status of early-career academic cardiologists remains challenging; therefore, the authors recommend a set of attainable solutions. Copyright © 2017 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

Funding opportunities for investigators in the early stages of career development.

PubMed

Sumandea, C Amelia; Balke, C William

2009-03-10

Many sources of advice and guidance are available to the early career investigator. Generally, mentors serve as the primary source of information, although program and review officers are the most underutilized resources. This article organizes these opportunities to enable early career investigators to plot a rational trajectory for career success. A list of the major agencies that provide grant support for early career investigators is included. In addition, funding opportunities are organized on the basis of the stage in career development pathway and the type of terminal degree.

Patterns of Feedback on the Bridge to Independence: A Qualitative Thematic Analysis of NIH Mentored Career Development Award Application Critiques.

PubMed

Kaatz, Anna; Dattalo, Melissa; Regner, Caitlin; Filut, Amarette; Carnes, Molly

2016-01-01

NIH Mentored Career Development (K) Awards bridge investigators from mentored to independent research. A smaller proportion of women than men succeed in this transition. The aim of this qualitative study was to analyze reviewers' narrative critiques of K award applications and explore thematic content of feedback provided to male and female applicants. We collected 88 critiques, 34 from 9 unfunded and 54 from 18 funded applications, from 70% (n = 26) of investigators at the University of Wisconsin-Madison with K awards funded between 2005 and 2009 on the first submission or after revision. We qualitatively analyzed text in the 5 critique sections: candidate, career development plan, research plan, mentors, and environment and institutional commitment. We explored thematic content within these sections for male and female applicants and for applicants who had received a subsequent independent research award by 2014. Themes revealed consistent areas of criticism for unfunded applications and praise for funded applications. Subtle variations in thematic content appeared for male and female applicants: For male applicants criticism was often followed by advice but for female applicants it was followed by questions about ability; praise recurrently characterized male but not female applicants' research as highly significant with optimism for future independence. Female K awardees that obtained subsequent independent awards stood out as having track records described as "outstanding." This exploratory study suggests that K award reviewer feedback, particularly for female applicants, should be investigated as a potential contributor to research persistence and success in crossing the bridge to independence.

Patterns of Feedback on the Bridge to Independence: A Qualitative Thematic Analysis of NIH Mentored Career Development Award Application Critiques

PubMed Central

Dattalo, Melissa; Regner, Caitlin; Filut, Amarette; Carnes, Molly

2016-01-01

Abstract Background: NIH Mentored Career Development (K) Awards bridge investigators from mentored to independent research. A smaller proportion of women than men succeed in this transition. The aim of this qualitative study was to analyze reviewers' narrative critiques of K award applications and explore thematic content of feedback provided to male and female applicants. Method: We collected 88 critiques, 34 from 9 unfunded and 54 from 18 funded applications, from 70% (n = 26) of investigators at the University of Wisconsin-Madison with K awards funded between 2005 and 2009 on the first submission or after revision. We qualitatively analyzed text in the 5 critique sections: candidate, career development plan, research plan, mentors, and environment and institutional commitment. We explored thematic content within these sections for male and female applicants and for applicants who had received a subsequent independent research award by 2014. Results: Themes revealed consistent areas of criticism for unfunded applications and praise for funded applications. Subtle variations in thematic content appeared for male and female applicants: For male applicants criticism was often followed by advice but for female applicants it was followed by questions about ability; praise recurrently characterized male but not female applicants' research as highly significant with optimism for future independence. Female K awardees that obtained subsequent independent awards stood out as having track records described as “outstanding.” Conclusion: This exploratory study suggests that K award reviewer feedback, particularly for female applicants, should be investigated as a potential contributor to research persistence and success in crossing the bridge to independence. PMID:26418619

Centralized Oversight of Physician–Scientist Faculty Development at Vanderbilt: Early Outcomes

PubMed Central

Brown, Abigail M.; Morrow, Jason D.; Limbird, Lee E.; Byrne, Daniel W.; Gabbe, Steven G.; Balser, Jeffrey R.; Brown, Nancy J.

2013-01-01

Purpose In 2000, faced with a national concern over the decreasing number of physician–scientists, Vanderbilt School of Medicine established the institutionally funded Vanderbilt Physician–Scientist Development (VPSD) program to provide centralized oversight and financial support for physician–scientist career development. In 2002, Vanderbilt developed the National Institutes of Health (NIH)-funded Vanderbilt Clinical Research Scholars (VCRS) program using a similar model of centralized oversight. The authors evaluate the impact of the VPSD and VCRS programs on early career outcomes of physician–scientists. Method Physician–scientists who entered the VPSD or VCRS programs from 2000 through 2006 were compared with Vanderbilt physician–scientists who received NIH career development funding during the same period without participating in the VPSD or VCRS programs. Results Seventy-five percent of VPSD and 60% of VCRS participants achieved individual career award funding at a younger age than the comparison cohort. This shift to career development award funding at a younger age among VPSD and VCRS scholars was accompanied by a 2.6-fold increase in the number of new K awards funded and a rate of growth in K-award dollars at Vanderbilt that outpaced the national rate of growth in K-award funding. Conclusions Analysis of the early outcomes of the VPSD and VCRS programs suggests that centralized oversight can catalyze growth in the number of funded physician–scientists at an institution. Investment in this model of career development for physician–scientists may have had an additive effect on the recruitment and retention of talented trainees and junior faculty. PMID:18820531

2016 ISCB Overton Prize awarded to Debora Marks

PubMed Central

Fogg, Christiana N.; Kovats, Diane E.

2016-01-01

The International Society for Computational Biology (ISCB) recognizes the achievements of an early- to mid-career scientist with the Overton Prize each year. The Overton Prize was established to honor the untimely loss of Dr. G. Christian Overton, a respected computational biologist and founding ISCB Board member. Winners of the Overton Prize are independent investigators in the early to middle phases of their careers who are selected because of their significant contributions to computational biology through research, teaching, and service. 2016 will mark the fifteenth bestowment of the ISCB Overton Prize.  ISCB is pleased to confer this award the to Debora Marks, Assistant Professor of Systems Biology and director of the Raymond and Beverly Sackler Laboratory for Computational Biology at Harvard Medical School. PMID:27429747

2016 ISCB Overton Prize awarded to Debora Marks.

PubMed

Fogg, Christiana N; Kovats, Diane E

2016-01-01

The International Society for Computational Biology (ISCB) recognizes the achievements of an early- to mid-career scientist with the Overton Prize each year. The Overton Prize was established to honor the untimely loss of Dr. G. Christian Overton, a respected computational biologist and founding ISCB Board member. Winners of the Overton Prize are independent investigators in the early to middle phases of their careers who are selected because of their significant contributions to computational biology through research, teaching, and service. 2016 will mark the fifteenth bestowment of the ISCB Overton Prize.  ISCB is pleased to confer this award the to Debora Marks, Assistant Professor of Systems Biology and director of the Raymond and Beverly Sackler Laboratory for Computational Biology at Harvard Medical School.

Early Career Teachers in Australia: A Critical Policy Historiography

ERIC Educational Resources Information Center

Mockler, Nicole

2018-01-01

Amid the growing "teacher quality" discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the…

5 CFR 534.405 - Performance awards.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Performance awards. 534.405 Section 534... SYSTEMS Pay and Performance Awards Under the Senior Executive Service § 534.405 Performance awards. (a) This section covers the payment of performance awards to career appointees in the Senior Executive...

5 CFR 534.405 - Performance awards.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 5 Administrative Personnel 1 2014-01-01 2014-01-01 false Performance awards. 534.405 Section 534... SYSTEMS Pay and Performance Awards Under the Senior Executive Service § 534.405 Performance awards. (a) This section covers the payment of performance awards to career appointees in the Senior Executive...

5 CFR 534.405 - Performance awards.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 5 Administrative Personnel 1 2013-01-01 2013-01-01 false Performance awards. 534.405 Section 534... SYSTEMS Pay and Performance Awards Under the Senior Executive Service § 534.405 Performance awards. (a) This section covers the payment of performance awards to career appointees in the Senior Executive...

5 CFR 534.405 - Performance awards.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 5 Administrative Personnel 1 2011-01-01 2011-01-01 false Performance awards. 534.405 Section 534... SYSTEMS Pay and Performance Awards Under the Senior Executive Service § 534.405 Performance awards. (a) This section covers the payment of performance awards to career appointees in the Senior Executive...

5 CFR 534.405 - Performance awards.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 5 Administrative Personnel 1 2012-01-01 2012-01-01 false Performance awards. 534.405 Section 534... SYSTEMS Pay and Performance Awards Under the Senior Executive Service § 534.405 Performance awards. (a) This section covers the payment of performance awards to career appointees in the Senior Executive...

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.

Early career choices and successful career progression in surgery in the UK: prospective cohort studies

PubMed Central

2010-01-01

Background Changes to the structure of medical training worldwide require doctors to decide on their career specialty at an increasingly early stage after graduation. We studied trends in career choices for surgery, and the eventual career destinations, of UK graduates who declared an early preference for surgery. Methods Postal questionnaires were sent, at regular time intervals after qualification, to all medical qualifiers from all UK medical schools in selected qualification years between 1974 and 2005. They were sent in the first year after qualification, at year three and five years after qualification, and at longer time intervals thereafter. Results Responses were received from 27 749 of 38 280 doctors (73%) at year one, 23 468 of 33151 (71%) at year three, and 17 689 of 24 870 (71%) at year five. Early career preferences showed that surgery has become more popular over the past two decades. Looking forward from early career choice, 60% of respondents (64% of men, 48% of women) with a first preference for a surgical specialty at year one eventually worked in surgery (p < 0.001 for the male-female comparison). Looking backward from eventual career destinations, 90% of responders working in surgery had originally specified a first choice for a surgical specialty at year one. 'Match' rates between eventual destinations and early choices were much higher for surgery than for other specialties. Considering factors that influenced early specialty choice 'a great deal', comparing aspiring surgeons and aspiring general practitioners (GPs), a significantly higher percentage who chose surgery than general practice specified enthusiasm for the specialty (73% vs. 53%), a particular teacher or department (34% vs. 12%), inclinations before medical school (20% vs. 11%), and future financial prospects (24% vs. 13%); and a lower percentage specified that hours and working conditions had influenced their choice (21% vs. 71%). Women choosing surgery were influenced less than

Early career choices and successful career progression in surgery in the UK: prospective cohort studies.

PubMed

Goldacre, Michael J; Laxton, Louise; Harrison, Ewen M; Richards, Jennifer M J; Lambert, Trevor W; Parks, Rowan W

2010-11-02

Changes to the structure of medical training worldwide require doctors to decide on their career specialty at an increasingly early stage after graduation. We studied trends in career choices for surgery, and the eventual career destinations, of UK graduates who declared an early preference for surgery. Postal questionnaires were sent, at regular time intervals after qualification, to all medical qualifiers from all UK medical schools in selected qualification years between 1974 and 2005. They were sent in the first year after qualification, at year three and five years after qualification, and at longer time intervals thereafter. Responses were received from 27,749 of 38,280 doctors (73%) at year one, 23,468 of 33,151 (71%) at year three, and 17,689 of 24,870 (71%) at year five. Early career preferences showed that surgery has become more popular over the past two decades. Looking forward from early career choice, 60% of respondents (64% of men, 48% of women) with a first preference for a surgical specialty at year one eventually worked in surgery (p < 0.001 for the male-female comparison). Looking backward from eventual career destinations, 90% of responders working in surgery had originally specified a first choice for a surgical specialty at year one. 'Match' rates between eventual destinations and early choices were much higher for surgery than for other specialties. Considering factors that influenced early specialty choice 'a great deal', comparing aspiring surgeons and aspiring general practitioners (GPs), a significantly higher percentage who chose surgery than general practice specified enthusiasm for the specialty (73% vs. 53%), a particular teacher or department (34% vs. 12%), inclinations before medical school (20% vs. 11%), and future financial prospects (24% vs. 13%); and a lower percentage specified that hours and working conditions had influenced their choice (21% vs. 71%). Women choosing surgery were influenced less than men by their inclinations

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.

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.…

Factors Associated With Success of Clinician-Researchers Receiving Career Development Awards From the National Institutes of Health: A Longitudinal Cohort Study.

PubMed

Jagsi, Reshma; Griffith, Kent A; Jones, Rochelle D; Stewart, Abigail; Ubel, Peter A

2017-10-01

Understanding the careers of recent career development awardees is essential to guide interventions to ensure gender equity and success in academic medicine. In 2010-2011 (T1) and 2014 (T2), 1,719 clinician-researchers who received new K08 and K23 awards in 2006-2009 were longitudinally surveyed. Multivariable analyses evaluated the influence of factors on success, including demographics, job characteristics, work environment, priorities, and domestic responsibilities. Of 1,275 respondents at T1, 1,066 (493 women; 573 men) responded at T2. Men and women differed in job characteristics, work environment, priorities, and domestic responsibilities. By T2, women had less funding (mean $780,000 vs. $1,120,000, P = .002) and published fewer papers (mean 33 vs. 45). Using a composite measure that considered funding, publications, or leadership to define success, 53.5% (264/493) of women and 67.0% (384/573) of men were successful. Gender differences in success persisted after accounting for other significant predictors-K award type, specialty, award year, work hours, funding institute tier, feeling responsible for participating in department/division administration, importance of publishing prolifically, feeling responsible for contributing to clinical care, importance of publishing high-quality research, collegiality of the mentoring relationship, adequacy of research equipment, and departmental climate. A significant interaction existed between K award type and gender; the gender difference in success was most pronounced among K23 researchers (among whom the odds ratio for females = 0.32). Men and women continue to have different experiences and career outcomes, with important implications for the design of interventions to promote equity and success.

Publication Productivity of Early-Career Orthopedic Trauma Surgeons.

PubMed

Hake, Mark E; Lee, John J; Goulet, James A

2016-01-01

The goals of this study were to: (1) define the publication productivity of early-career orthopedic trauma surgeons over time; (2) compare the early-career publication productivity of recent orthopedic trauma fellowship graduates vs their more senior colleagues; and (3) determine the proportion of fellowship graduates who meet the Orthopaedic Trauma Association (OTA) publication criteria for active membership early in their careers. Orthopedic trauma fellowship graduates from 1982 to 2007 were analyzed. A literature search was performed for each fellow's publications for the 6-year period beginning the year of fellowship graduation. Publication productivity was compared between early and recent groups of graduates, 1987 to 1991 and 2003 to 2007, respectively. Fulfillment of OTA publication criteria was determined. Seventy-nine percent of graduates contributed to 1 or more publications. The recent group produced more total publications per graduate (4.06 vs 3.29, P=.01) and more coauthor publications (2.60 vs 2.04, P=.019) than the early group. The number of first-author publications did not differ between groups (1.46 vs 1.25, P=.26). A greater percentage of the recent group met current OTA publication criteria compared with the early group (51% vs 35%, P=.04). The findings showed that recent orthopedic trauma graduates had increased publication productivity compared with their more senior colleagues, although a proportion had not qualified for active OTA membership 6 years into their career. Overall, these data are encouraging and suggest that young orthopedic trauma surgeons remain committed to sustaining a high level of academic excellence. Copyright 2016, SLACK Incorporated.

Emerging Career Experiences: A Qualitative Exploration of the Career Patterns of Early Career Professionals Living in a Southeast United States Community

ERIC Educational Resources Information Center

Simmons, Steven F.

2013-01-01

The purpose of this qualitative study was to gain insight into the career patterns of early career professionals living in Aiken County, South Carolina. Two theoretical frameworks were selected for this study; Patton and McMahon's (1999) Career Development Systems Theory and Higgins and Kram's (2001) Developmental Network Theory. The researcher…

Key Decision Points in the Careers of Geoscientists: The Role of the YES Network in Facilitating Successful Career Transitions for Early Career Geoscientists (Invited)

NASA Astrophysics Data System (ADS)

Venus, J. H.; Gonzales, L. M.; Yes Network

2010-12-01

The external influences on the decisions that geoscientists make pertaining to their careers are often assumed but not quantified. The YES Network is conducting an international study to determine the Key Decision points in the career pathways of early career geoscientists. The study aims to identify factors contributing to individual career decisions and to monitor these over a ten year period. The Initial phase of the study is now underway enabling preliminary conclusions to be drawn and will identify a group of individuals that will be tracked over the 10 year programme. The Survey will highlight reoccurring areas where Early Career Geoscientists are experiencing progression difficulties and, importantly, provide respondents with an opportunity to suggest solutions whilst also allowing general resource needs to be identified from the results as a whole. Early results show an overwhelming majority expressing job satisfaction most or all of the time (only 2 candidates reporting none). Respondents rate job satisfaction and respect highly, returning more responses than good salaries. A general frustration with administration, paper work and bureaucracy is particularly evident in those employed by government organisations. Early Career geoscientists express a frustration concerning a lack of involvement in decision making processes; interestingly several later career respondents also acknowledge a need to properly train, nurture and encourage new recruits to retain good graduates who may otherwise become disillusioned and leave the profession. The role of family in career choices has been highlighted both in survey and general feedback responses particularly by female geoscientists and those working in jobs with high levels of fieldwork; we aim to determine, to some extent, to what point these decisions are controlled by family as opposed to normal career progression. Flexible working conditions and agreed time away from field duty have been independently suggested

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.

5 CFR 451.302 - Ranks for senior career employees.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 5 Administrative Personnel 1 2010-01-01 2010-01-01 false Ranks for senior career employees. 451... AWARDS Presidential Rank Awards § 451.302 Ranks for senior career employees. (a) The circumstances under which the President may award the rank of Distinguished Senior Professional and Meritorious Senior...

From Apprentice to Colleague: The Metamorphosis of Early Career Researchers

ERIC Educational Resources Information Center

Laudel, Grit; Glaser, Jochen

2008-01-01

While the studies of Early Career Researchers (ECRs) have contributed politically important insights into factors hindering ECRs, they have not yet achieved a theoretical understanding of the causal mechanisms that are at work in the transition from dependent to independent research. This paper positions the early career phase in a theoretical…

Steltzer Receives 2013 Sulzman Award for Excellence in Education and Mentoring: Citation

NASA Astrophysics Data System (ADS)

Weintraub, Michael N.

2014-07-01

Heidi Steltzer, an assistant professor at Fort Lewis College, received the 2013 Sulzman Award for Excellence in Education and Mentoring at the 2013 Fall Meeting. This award "recognizes women in AGU who have sustained an active research career in a field related to biogeosciences, while excelling in teaching and especially in mentoring young scientists." Awardees are to serve as critical role models for the next generation of female scientists by sharing their passion for the natural world. Those who know her best agree that Heidi's passion for teaching and training the next generation of researchers truly embodies the spirit of the Sulzman award. According to one nominator, "Heidi single-handedly pushed [her] department toward a more modern and integrated view of the biological sciences, revamping curricula in both majors' and non-majors' courses to include citizen science, cross-disciplinary investigation techniques, and thought-provoking forays into real-world/real-time problems." Another nominator commented that "Heidi has made an incredibly strong impact on the careers of countless students through both compassionate and enthusiastic mentoring, as well as leadership in institutional and programmatic efforts that foster student professional development and that provide research experiences. I think it is extraordinary that at this relatively early point in her career, she has already achieved a lasting legacy."

Strengthening the Career Development of Clinical Translational Scientist Trainees: A Consensus Statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees

PubMed Central

Meyers, Frederick J.; Begg, Melissa D.; Fleming, Michael; Merchant, Carol

2012-01-01

Abstract  The challenges for scholars committed to successful careers in clinical and translational science are increasingly well recognized. The Education and Career Development (EdCD) of the national Clinical and Translational Science Award consortium gathered thought leaders to propose sustainable solutions and an agenda for future studies that would strengthen the infrastructure across the spectrum of pre‐ and postdoctoral, MD and PhD, scholars. Six consensus statements were prepared that include: (1) the requirement for career development of a qualitatively different investigator; (2) the implications of interdisciplinary science for career advancement including institutional promotion and tenure actions that were developed for discipline‐specific accomplishments; (3) the need for long‐term commitment of institutions to scholars; (4) discipline‐specific curricula are still required but curricula designed to promote team work and interdisciplinary training will promote innovation; (5) PhD trainees have many pathways to career satisfaction and success; and (6) a centralized infrastructure to enhance and reward mentoring is required. Several themes cut across all of the recommendations including team science, innovation, and sustained institutional commitment. Implied themes include an effective and diverse job force and the requirement for a well‐crafted public policy that supports continued investments in science education. Clin Trans Sci 2012; Volume #: 1–6 PMID:22507118

Strengthening the career development of clinical translational scientist trainees: a consensus statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees.

PubMed

Meyers, Frederick J; Begg, Melissa D; Fleming, Michael; Merchant, Carol

2012-04-01

The challenges for scholars committed to successful careers in clinical and translational science are increasingly well recognized. The Education and Career Development (EdCD) of the national Clinical and Translational Science Award consortium gathered thought leaders to propose sustainable solutions and an agenda for future studies that would strengthen the infrastructure across the spectrum of pre- and postdoctoral, MD and PhD, scholars. Six consensus statements were prepared that include: (1) the requirement for career development of a qualitatively different investigator; (2) the implications of interdisciplinary science for career advancement including institutional promotion and tenure actions that were developed for discipline-specific accomplishments; (3) the need for long-term commitment of institutions to scholars; (4) discipline-specific curricula are still required but curricula designed to promote team work and interdisciplinary training will promote innovation; (5) PhD trainees have many pathways to career satisfaction and success; and (6) a centralized infrastructure to enhance and reward mentoring is required. Several themes cut across all of the recommendations including team science, innovation, and sustained institutional commitment. Implied themes include an effective and diverse job force and the requirement for a well-crafted public policy that supports continued investments in science education. © 2012 Wiley Periodicals, Inc.

Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore.

PubMed

Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

2018-03-03

To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Qualitative interviews and thematic data analysis based on grounded theory. Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a 'barrier' to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All

Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore

PubMed Central

Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

2018-01-01

Objectives To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Design Qualitative interviews and thematic data analysis based on grounded theory. Setting and participants Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Results Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a ‘barrier’ to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Conclusions Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. PMID:29502093

The vascular surgeon-scientist: a 15-year report of the Society for Vascular Surgery Foundation/National Heart, Lung, and Blood Institute-mentored Career Development Award Program.

PubMed

Kibbe, Melina R; Dardik, Alan; Velazquez, Omaida C; Conte, Michael S

2015-04-01

The Society for Vascular Surgery (SVS) Foundation partnered with the National Heart, Lung, and Blood Institute (NHLBI) of the National Institutes of Health (NIH) in 1999 to initiate a competitive career development program that provides a financial supplement to surgeon-scientists receiving NIH K08 or K23 career development awards. Because the program has been in existence for 15 years, a review of the program's success has been performed. Between 1999 and 2013, 41 faculty members applied to the SVS Foundation program, and 29 from 21 different institutions were selected as awardees, resulting in a 71% success rate. Three women (10%) were among the 29 awardees. Nine awardees (31%) were supported by prior NIH F32 or T32 training grants. Awardees received their K award at an average of 3.5 years from the start of their faculty position, at the average age of 39.8 years. Thirteen awardees (45%) have subsequently received NIH R01 awards and five (17%) have received Veterans Affairs Merit Awards. Awardees received their first R01 at an average of 5.8 years after the start of their K award at the average age of 45.2 years. The SVS Foundation committed $9,350,000 to the Career Development Award Program. Awardees subsequently secured $45,108,174 in NIH and Veterans Affairs funds, resulting in a 4.8-fold financial return on investment for the SVS Foundation program. Overall, 23 awardees (79%) were promoted from assistant to associate professor in an average of 5.9 years, and 10 (34%) were promoted from associate professor to professor in an average of 5.2 years. Six awardees (21%) hold endowed professorships and four (14%) have secured tenure. Many of the awardees hold positions of leadership, including 12 (41%) as division chief and two (7%) as vice chair within a department of surgery. Eight (28%) awardees have served as president of a regional or national society. Lastly, 47 postdoctoral trainees have been mentored by recipients of the SVS Foundation Career Development

The Astrobiology Graduate Conference - A Unique Early Career Opportunity

NASA Astrophysics Data System (ADS)

Knowles, E. J.; Domagal-Goldman, S. D.; Anderson, R.; Som, S. M.

2011-12-01

The Astrobiology Graduate Conference (AbGradCon) is an extremely successful annual meeting of early career researchers and educators involved and interested in the field of astrobiology. The conference has been held eight times in various locations, each time organized by a different group of students. The primary objective of AbGradCon is to stimulate the future of astrobiology research by bringing together graduate students and early post-doctoral fellows in order to create and strengthen interdisciplinary and international networks of early-career astrobiologists who will lead such research in the years to come. The conference is unique in that it is a student-led meeting, from the organization to the presentations. AbGradCon strives to remove the "pressures" of typical scientific meetings by providing a relaxed atmosphere in which presentations and round-table discussions are fostered along with numerous social activities. The success of previous AbGradCons can be attributed to the sheer enthusiasm of the participants for astrobiology, and to the spirit and format of the conference, which is outlined in a charter written by past conference organizers and participants. Because it is organized and attended by only graduate students and early career astrobiologists, AbGradCon is an ideal venue for the next generation of early career astrobiologists to form bonds, share ideas, and discuss the issues that will shape the future of the field.

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…

Early Career Challenges in Secondary School Music Teaching

ERIC Educational Resources Information Center

Welch, G.; Purves, R.; Hargreaves, D.; Marshall, N.

2011-01-01

The article reports an Economic and Social Research Council-funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age-related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible…

How Do Early Career Agriculture Teachers Talk about Their Time?

ERIC Educational Resources Information Center

Lambert, Misty D.; Henry, Anna L.; Tummons, John D.

2011-01-01

This phenomenological study of early career agriculture teachers sought to determine the meaning early career agriculture teachers ascribe to their time. Seven teachers with a range of experience from mid-first year to beginning of sixth year were chosen. Interviews were used to make meaning of their time. Five themes were found in the…

Career Education--The Early Years. [and] Let's Get Serious about Career Education for Elementary Students. AACE Bonus Briefs.

ERIC Educational Resources Information Center

Woal, S. Theodore; DuVall, Patricia S.

This document consists of two brief articles on career education in elementary school. The first article, "Career Education--The Early Years" by S. Theodore Woal, suggests that elementary school is the time to begin to infuse career education concepts and to correlate and integrate career guidance in the school curriculum. Three activities are…

Developing the Translational Research Workforce: A Pilot Study of Common Metrics for Evaluating the Clinical and Translational Award KL2 Program

PubMed Central

Guerrero, Lourdes; Jones, Lisa B.; Tong, Greg; Ireland, Christine; Dumbauld, Jill; Rainwater, Julie

2015-01-01

Abstract Purpose This pilot study describes the career development programs (i.e., NIH KL2 awards) across five Clinical and Translational Science Award (CTSA) institutions within the University of California (UC) system, and examines the feasibility of a set of common metrics for evaluating early outcomes. Methods A survey of program administrators provided data related to the institutional environment within which each KL2 program was implemented. Application and progress report data yielded a combined data set that characterized KL2 awardees, their initial productivity, and early career outcomes. Results The pilot project demonstrated the feasibility of aggregating common metrics data across multiple institutions. The data indicated that KL2 awardees were an accomplished set of investigators, both before and after the award period, representing a wide variety of disciplines. Awardees that had completed their trainee period overwhelmingly remained active in translational research conducted within an academic setting. Early indications also suggest high rates of success with obtaining research funding subsequent to the KL2 award. Conclusion This project offers a model for how to collect and analyze common metrics related to the education and training function of the CTSA Consortium. Next steps call for expanding participation to other CTSA sites outside of the University of California system. PMID:26602332

Career progress in online and blended learning environments.

PubMed

DeRosier, Melissa; Kameny, Rebecca; Holler, Wendy; Davis, Naomi Ornstein; Maschauer, Emily

2013-03-01

The authors examined the career achievement of early- and mid-career researchers in social, behavioral, and mental health who participated in a career-development conference. Trainees participated in a career-development conference either through attending a live conference supplemented with an online version of the conference (Combined: N=46) or through the online version of the conference alone (Web-Only: N=60). An objective measure tracked the trainees' publications, involvement in research projects, honors and grant awards, collaborations, and scientific presentations before and 9 months after participation in the career-development conference. Statistical analysis showed that trainees improved for each category measured, with no significant differences across the Combined and Web-Only groups. The strongest variable affecting improvement was Time, and the most significant time effect was seen in the production of presentations and publications. A significant Gender difference was present, with women showing greater total career progress than men. Career-development conferences can support career growth for trainees. Online training provides a cost-effective and time-efficient alternative to in-person methods, while still enhancing key markers of career progress.

The National Science Foundation CAREER Award: A Unique Solution to the Challenges of the Tenure Process

NASA Astrophysics Data System (ADS)

Fouch, M. J.

2011-12-01

There is a dichotomy inherent in the tenure process at most research-strong universities. Most institutions require strong performance in research production and grant acquisition, while at the same time very good to excellent teaching performance. However, in the first several years of the tenure process, many new faculty spend most of their time preparing lectures for new classes and writing grant proposals, leaving little time to forge new directions and define their individual paths in their research, which, somewhat ironically, is the primary factor by which tenure is either granted or denied. The CAREER grant is a unique solution to this problem, as it enables beginning faculty members to directly thread their research into their teaching, and vice versa. My CAREER award, the first granted by the (at the time) fledgling EarthScope Science program at NSF, enabled me to bring EarthScope data and science directly into the classroom. One cadre of efforts was a focus on software development, which is a critical roadblock in geophysics for students who do not have extensive experience with Unix-based coding. For example, Kevin Eagar developed the MATLAB-based FuncLab software system that enables one to quickly and efficiently analyze receiver functions, allowing one to image layers within Earth's interior, such as the crust-mantle boundary. This system is now publically available at http://geophysics.asu.edu/funclab. At Arizona State University, 5 undergraduate students and 2 graduate students have already used this software package to produce publishable scientific results over the past 2 years, enabling them to experience research firsthand and learn a range of key research skills for their future endeavors. The CAREER award also provided ample opportunities for my research group and me to forge into new research directions given the broad scope of the proposed work. Ultimately, this freedom has led to a number of new and exciting results regarding the nature of

brief report: Burnout Among Early Career Clinical Investigators

PubMed Central

Primack, Brian A.; Dilmore, Terri C.; Switzer, Galen E.; Bryce, Cindy L.; Seltzer, Deborah L.; Li, Jie; Landsittel, Douglas P.; Kapoor, Wishwa N.; Rubio, Doris M.

2010-01-01

Abstract Burnout is a pervasive problem among clinicians. However, little is known about burnout among early career clinical investigators, who must balance clinical responsibilities with challenges related to research. We aimed to determine the prevalence of and demographic associations with burnout in a cohort of early career clinical investigators. A cross‐sectional questionnaire was administered to 179 trainees at the University of Pittsburgh Institute for Clinical Research Education in 2007–2008. We used chi‐square analyses and Fisher’s exact test to determine whether associations between demographic characteristics and burnout were significant. Of the participants, 29 (16%) reported feeling burned out. Burnout was more prevalent among those over 35 years of age relative to their younger counterparts (29% vs. 13%, p= 0.01) and among females relative to males (22% vs. 10%, p= 0.03). With regard to race and ethnicity, burnout was most common among underrepresented minorities (30%) followed by Caucasians (18%) and Asians (3%); these differences were significant (p= 0.02). Considering the early career status of these research trainees, rates of burnout were concerning. Certain demographic subgroups—including older trainees, females, and underrepresented minorities—had particularly high rates of burnout and may benefit from interventions that provide them with skills needed to sustain successful clinical research careers. Clin Trans Sci 2010; Volume 3: 186–188 PMID:20718821

Early Career Academic Mentoring Using Twitter: The Case of #ECRchat

ERIC Educational Resources Information Center

Ferguson, Hazel; Wheat, Katherine L.

2015-01-01

Early career academics around the world frequently see themselves as being in need of targeted career support to navigate the years directly following PhD graduation. The growth of discussion groups on Twitter that target these users raises questions about their potential usefulness to address career development support needs. This paper reflects…

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.

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

ERIC Educational Resources Information Center

Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean

2012-01-01

Early career teacher attrition is a matter of economic, social, and educational concern in many countries. Usually induction programs, including mentoring, are seen to alleviate the problem of early career teacher attrition. Mentoring/induction programs as a solution to what is defined as the problem of early career teacher attrition and retention…

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…

How much tumor surgery do early-career orthopaedic oncologists perform?

PubMed

Miller, Benjamin J; Rajani, Rajiv; Leddy, Lee; Carmody Soni, Emily E; White, Jeremy R

2015-02-01

There are few data on the types of procedures orthopaedic oncologists perform in their first years of practice. Because fellowships are graduating fellows each year and the number of tumor patients is limited, defining the practice patterns of early-career orthopaedic oncologists may help diminish early employment discontent and enhance workforce discussions. The aim of the study was to use the objective case log volumes of a cross-section of early career orthopaedic oncologists to describe (1) the number of operations performed annually; (2) the proportion of tumor, trauma, adult reconstruction, and other operations for individual participants, (3) individual practice characteristics that were associated with the number of tumor procedures; and (4) the sources of satisfaction and challenges in each individual's career and surgical practice. Fifteen fellowship-trained orthopaedic oncologists out of a potential pool of 33 (45%) in their first 4 years of practice responded to a survey by submitting complete operative case lists for a 2-year period. We recorded the type of procedure and determined associations between the annual number of tumor operations and total operative caseload, years in practice, and some details of individual practice patterns. Each participant completed a survey regarding practice-related sources of stress and satisfaction. A total of 5611 surgical cases were available for review. For the entire cohort, there were 3303 (59%) tumor procedures, 973 (17%) trauma, 890 (16%) adult reconstruction, and 445 (8%) other. The median annual number of total operations was 214 (range, 63-356) and median annual number of tumor operations was 135 (range, 47-216). The median proportion of tumor operations in an individual practice was 56% (range, 43%-94%). The annual number of tumor operations correlated with the total annual number of operations (r = 0.73, p < 0.001). Sources of stress and satisfaction were similar to the general membership of the

Redefining "Early Career" in Academia: A Collective Narrative Approach

ERIC Educational Resources Information Center

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

2017-01-01

"Early career" in academia is typically defined in terms of research capability in the five years following PhD completion, with career progression from post-doctoral appointment to tenure, promotion and beyond. This ideal path assumes steady employment and continuous research development. With academic work increasingly casualised,…

Constructions of Success in Academia: An Early Career Perspective

ERIC Educational Resources Information Center

Sutherland, Kathryn A.

2017-01-01

Expectations around success in academia vary, and early career academics often receive conflicting messages about what they should concentrate on to achieve promotion or tenure. Taking a social constructionist approach, this paper considers the constructs of objective and subjective career success in academia and shares the perspectives of early…

Analysis of the workforce and workplace for rheumatology and the research activities of rheumatologists early in their careers.

PubMed

Desjardins, Claude; St Clair, E William; Ehrenberg, Ronald G

2010-12-01

To assess the workforce and workplace in rheumatology, and the research work of early-career rheumatologists. Early-career rheumatologists were defined as practicing physicians who joined the American College of Rheumatology (ACR) in 1991-2005, were 49 years of age or younger when they joined, and reside in North America. This cohort participated in a Web-based survey distributed by the ACR. A total of 247 surveys (21.2% response) were used for this analysis. Survey questions were designed to obtain core insights about the workforce, workplace, research activities, funding, and the demographic profile of respondents. Respondents from all workplaces-clinical, academic, federal, and industry-engaged in clinical care, teaching, administration, and research. The time devoted to these tasks was employer dependent, and workplaces shaped the scale and scope of research. Patient-oriented research was predominant across all workplaces. Disease, population, and translational research were intermediate, and few respondents pursued basic or prevention-oriented research in any type of workplace. Rheumatologists obtained extramural funds (21.3%) and intramural funds (78.7%) to pay portions of their salaries for time spent on research. Receiving a National Institutes of Health K08/K23 award was associated with receipt of a federal research project grant (P < 0.001). Respondents associated investigative work with reduced earnings, a perception validated by an estimated drop in pre-tax annual earnings of 2.3% for each half-day/week dedicated to research (P < 0.01). The results of this study justify interventions for closing gaps embedded in investigational rheumatology. These include improved funding for clinical research, increasing the number of K08/K23 awards, and recruiting rheumatologists from underrepresented demographic groups. Copyright © 2010 by the American College of Rheumatology.

Newly established AGU awards and lecture

NASA Astrophysics Data System (ADS)

Paredes, Beth; Kumar, Mohi

2012-05-01

The Sulzman Award for Excellence in Education and Mentoring (Biogeosciences section) recognizes AGU members who have sustained an active research career in a field related to biogeosciences while excelling as teachers and serving as role models for the next generation of female scientists. This new award acknowledges the importance of female mentors in enhancing gender balance in physical science career paths. The award is being endowed to honor Elizabeth Sulzman, an isotope biogeochemist and soil scientist, whose enthusiasm for teaching awed many undergraduates at Oregon State University. Current plans are to present the first Sulzman award at the 2013 Fall Meeting. Applicants must be women who are within 15 years of receiving their Ph.D., and nomination packages should include a cover letter, resumé, and three letters of recommendation. As they become available, more details will be posted on the Biogeosciences section Web site (http://www.agu.org/sections/biogeo/). The award will provide up to $1000 to one successful nominee each year, although the exact monetary amount is yet to be determined. AGU is currently accepting donations to endow this award; contact Victoria Thompson (vthompson@agu.org) to get involved.

Early Career Investigator Opportunities in Geophysics with IRIS

NASA Astrophysics Data System (ADS)

Colella, H.; Sumy, D. F.; Schutt, D.

2016-12-01

Early career geoscientists face many challenges as they transition from senior level graduate students into postdoctoral researchers, tenure-track faculty positions, or the vast array of employment opportunities outside of academia. However, few receive adequate mentoring or guidance on how to successfully make the leap from graduate school to a fulfilling career. In recognition of these hurdles and challenges, the Incorporated Research Institutions for Seismology (IRIS) created an early-career investigator (ECI) program in 2011 to help reduce barriers for newly minted scientists, researchers, and educators on their path to success. The core mission of the ECI program is to organize practical resources and professional development opportunities for ECIs. The initiative has encouraged and supported collaboration between ECIs and senior scientists through colloquium lectureships and visiting scientist collaborations, which aimed to increase the visibility of ECIs and their research and to promote interaction between junior and senior scientists outside of their home institutions. Additionally, ECI-centric events are held at various national meetings to showcase the range of career paths available in geophysics, openly discuss the challenges ECIs face (e.g., work-life balance, job search difficulties, teaching challenges), expose participants to the ECI program's initiatives and resources, and better inform IRIS about the needs of the community. Post-workshop evaluations reveal ECIs are eager to have exposure to a variety of workforce options and a forum in which to ask difficult questions. Of note, there is a variety of cultural knowledge and expectations assumed in both the academic and professional worlds that is often not formally disseminated. The ECI program aims to better understand and facilitate transfer of this knowledge and reduce barriers to success for ECIs from both traditional and non-traditional backgrounds. The program also features webinars focused

EGU's Early Career Scientists Network

NASA Astrophysics Data System (ADS)

Roberts Artal, L.; Rietbroek, R.

2017-12-01

The EGU encourages early career scientists (ECS) to become involved in interdisciplinary research in the Earth, planetary and space sciences, through sessions, social events and short courses at the annual General Assembly in April and throughout the year. Through division-level representatives, all ECS members can have direct input into matters of the division. A Union-wide representative, who sits on the EGU Council, ensures that ECS are heard at a higher level in the Union too. After a brief introduction as to how the network is organised and structured, this presentation will discuss how EGU ECS activities have been tailored to the needs of ECS members and how those needs have been identified. Reaching and communicating opportunities to ECS remains an ongoing challenge; they will be discussed in this presentation too, as well as some thoughts on how to make them more effective. Finally, the service offered to EGU ECS members would certainly benefit from building links and collaboration with other early career networks in the geosciences. This presentation will outline some of our efforts in that direction and the challenges that remain.

78 FR 21979 - Early Career Doctorates Survey; Extension of Public Comment Period

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-12

... NATIONAL SCIENCE FOUNDATION Early Career Doctorates Survey; Extension of Public Comment Period AGENCY: National Science Foundation. ACTION: Notification of Extension of Public Comment Period. SUMMARY... on establishing the Early Career Doctorates Survey. The original comment date was to end on May 9...

Early career researchers want Open Science.

PubMed

Farnham, Andrea; Kurz, Christoph; Öztürk, Mehmet Ali; Solbiati, Monica; Myllyntaus, Oona; Meekes, Jordy; Pham, Tra My; Paz, Clara; Langiewicz, Magda; Andrews, Sophie; Kanninen, Liisa; Agbemabiese, Chantal; Guler, Arzu Tugce; Durieux, Jeffrey; Jasim, Sarah; Viessmann, Olivia; Frattini, Stefano; Yembergenova, Danagul; Benito, Carla Marin; Porte, Marion; Grangeray-Vilmint, Anaïs; Curiel, Rafael Prieto; Rehncrona, Carin; Malas, Tareq; Esposito, Flavia; Hettne, Kristina

2017-11-15

Open Science is encouraged by the European Union and many other political and scientific institutions. However, scientific practice is proving slow to change. We propose, as early career researchers, that it is our task to change scientific research into open scientific research and commit to Open Science principles.

Early Career Researcher Challenges: Substantive and Methods-Based Insights

ERIC Educational Resources Information Center

McAlpine, Lynn; Amundsen, Cheryl

2015-01-01

Navigating academic work as well as career possibilities during and post-Ph.D. is challenging. To better understand these challenges, since 2010, we have investigated the experiences of early career scientists longitudinally using a range of qualitative data collection formats. For this study, we examined the experiences of four students and four…

Do early career indicators of clinical skill predict subsequent career outcomes and practice characteristics for general internists?

PubMed

Gray, Bradley; Reschovsky, James; Holmboe, Eric; Lipner, Rebecca

2013-06-01

To study relationships between clinical skill measures assessed at the beginning of general internists' careers and their career outcomes and practice characteristics. General Internist Community Tracking Study Physician Survey respondents (2000-2001, 2004-2005) linked with residency program evaluations and American Board of Internal Medicine board certification examination score records; n = 2,331. Cross-sectional regressions of career outcome and practice characteristic measures on board examination scores/success, residency evaluations interacted with residency type, and potential confounding variables. Failure to achieve board certification was associated with $27,206 (18 percent, p < .05) less income and 14.9 percent more minority patients relative to physicians scoring in the bottom quartile on their initial examination who eventually became certified (p < .01). Other skill measures were not associated with income. Scoring in the top rather than bottom quartile on the board certification examination was associated with 9 percent increased likelihood of reporting high career satisfaction (p < .05). Among physicians trained in community hospital residency programs, lower evaluations were associated with 14.5 percent higher share of minority patients (p < .05). Both skill measures were associated with practice type. There are associations between early career skill measures and career outcomes. In addition, minority patients are more likely to be treated by physicians with lower early career clinical skills measures than nonminority patients. © Health Research and Educational Trust.

Critical Interactions Shaping Early Academic Career Development in Two Higher Education Institutions

ERIC Educational Resources Information Center

Hemmings, Brian; Hill, Doug; Sharp, John G.

2013-01-01

This study was aimed at identifying the critical interactions within work environments that support the development of early career academics as researchers in institutions with lower order research profiles, that is, environments that differ from research-intensive universities. Ten early career academics, five from Australia and five from the…

Mentoring Early-Career Faculty Researchers Is Important-But First "Train the Trainer".

PubMed

Sood, Akshay; Tigges, Beth; Helitzer, Deborah

2016-12-01

It has long been known that mentoring is critical to the success of junior faculty researchers. The controlled intervention study by Libby et al published in this issue of Academic Medicine demonstrates that institutional investment in a mentored research career development program for early-career faculty investigators provided significant long-term gains in grant productivity. Academic institutions hoping to replicate this program's success by launching similar mentoring programs for their junior faculty investigators will, however, find that the Achilles' heel lies in the scarcity of skilled research mentors and the relative lack of attention to and recognition of the importance of a supportive institutional climate for mentoring. It is essential, therefore, to begin by developing programs to "train the trainer" as well as programs and policies to support mentors. As a recent trial at 16 Clinical and Translational Science Award institutions demonstrated, competency-based, structured research mentor training can improve mentors' skills.In this Commentary, the authors offer a comprehensive two-pronged framework for mentor development with elements that address both individual mentoring competencies and the institutional climate for mentoring. The framework depicts the gaps, activities, and outcomes that a mentor development program can address. Activities directed at changing the institutional climate related to mentor development should complement training activities for individual mentors. The authors propose that employing this framework's approach to mentor development will lead to the desired impact: to increase the competence, productivity, and retention of a diverse clinical and translational research workforce.

Developing International Collaborations for Early Career Researchers in Psychology

PubMed Central

Flanagan, Julianne C.; Barrett, Emma L.; Crome, Erica; Forbes, Miriam

2015-01-01

International collaboration is becoming increasingly vital as the emphasis on unmet need for mental health across cultures and nations grows. Opportunities exist for early career researchers to engage in international collaboration. However, little information is provided about such opportunities in most current psychology training models. The authors are early career researchers in psychology from U.S. and Australia who have developed a collaborative relationship over the past two years. Our goal is to increase awareness of funding opportunities to support international research and to highlight the benefits and challenges associated with international collaboration based on our experience. PMID:27453624

78 FR 22918 - Early Career Doctorates Survey; Extension of Public Comment Period; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-17

... NATIONAL SCIENCE FOUNDATION Early Career Doctorates Survey; Extension of Public Comment Period; Correction AGENCY: National Science Foundation. ACTION: Notification of extension of public comment period..., seeking comments on establishing the Early Career Doctorates Survey. The document contained an incorrect...

Barriers to advancement in academic surgery: views of senior residents and early career faculty.

PubMed

Cochran, Amalia; Elder, William B; Crandall, Marie; Brasel, Karen; Hauschild, Tricia; Neumayer, Leigh

2013-11-01

A significant faculty attrition rate exists in academic surgery. The authors hypothesized that senior residents and early-career faculty members have different perceptions of advancement barriers in academic surgery. A modified version of the Career Barriers Inventory-Revised was administered electronically to surgical residents and early-career surgical faculty members at 8 academic medical centers. Residents identified a lack of mentorship as a career barrier about half as often as faculty members. Residents were twice as likely as faculty members to view childbearing as a career barrier. Many early-career faculty members cite a lack of mentors as a limitation to their career development in academic surgery. Childbearing remains a complex perceived influence for female faculty members in particular. Female faculty members commonly perceive differential treatment and barriers on the basis of their sex. Faculty development programs should address both systemic and sex-specific obstacles if academic surgery is to remain a vibrant field. Copyright © 2013 Elsevier Inc. All rights reserved.

Early Career Teacher Attrition in Australia: Inconvenient Truths about New Public Management

ERIC Educational Resources Information Center

Gallant, Andrea; Riley, Philip

2017-01-01

Early career teacher (ECT) attrition data are often challenged by those outside of the profession. Attrition rates can only be interpolated from existing data, but fall somewhere between 8 and 53%. The Australian workforce data on ECT attrition are problematized at the outset, before presenting a collective case study examining early career male…

Obstacles to early career psychiatrists practicing psychotherapy.

PubMed

Clemens, Norman A; Plakun, Eric M; Lazar, Susan G; Mellman, Lisa

2014-09-01

Though psychiatric residents are expected to be competent psychotherapists on graduation, further growth in skill and versatility requires continued experience in their ongoing career. Maturity as a psychotherapist is essential because a psychiatrist is the only mental health provider who, as a physician, can assume full responsibility for biopsychosocial patient care and roles as supervisor, consultant, and team leader. Graduating residents face an environment in which surveys show a steady and alarming decline in practice of psychotherapy by psychiatrists, along with a decline in job satisfaction. High educational debts, practice structures, intrusive management, and reimbursement policies that devalue psychotherapy discourage early career psychiatrists from a practice style that enables providing it. For the early-career psychiatrist there is thus the serious risk of being unable to develop a critical mass of experience or a secure identity as a psychiatric psychotherapist. Implementation of parity laws and the Affordable Care Act (ACA) will affect the situation in unpredictable ways that call for vigilance and active response. Additional service and administrative demands may result from the ACA, creating ethical dilemmas about meeting urgent patient needs versus biopsychosocial standards of care. The authors recommend 1) vigorous advocacy for better payment levels for psychotherapy and freedom from disruptive management; 2) aggressive action against violations of the parity act, 3) active preparation of psychiatric residents for dealing with career choices and the environment for providing psychotherapy in their practice, and 4) post-graduate training in psychotherapy through supervision/consultation, continuing education courses, computer instruction, and distance learning.

NCI R25T Award

Cancer.gov

Institutional award for predoctoral or postdoctoral candidates or mentored junior faculty who are pursuing careers in cancer prevention, control, behavioral, and population sciences or transdisciplinary sciences.

Early predictors of career achievement in academic medicine.

PubMed

Brancati, F L; Mead, L A; Levine, D M; Martin, D; Margolis, S; Klag, M J

1992-03-11

To identify early personal and scholastic factors that predict academic career choice and long-term career achievement among academic physicians. A longitudinal cohort study. Nine hundred forty-four male physicians who graduated from The Johns Hopkins University School of Medicine, Baltimore, MD, from 1948 through 1964. Career achievement outcomes included attained faculty rank in 1990 and the number of citations (20 to 24 years after graduation) to published work. Of the 944 physicians, 424 (45%) had chosen academic careers. Scholastic performance and research experience in medical school were independently associated with having chosen an academic career (P less than .001). Among academicians, higher attained rank in 1990 was independently associated with the following: (1) membership in Alpha Omega Alpha (relative risk [RR] = 4.94, P = .0001); (2) rank in the top third of the graduating class (RR = 2.68, P = .01); and (3) research experience in medical school (RR = 3.11, P = .0001). These three factors were also independently associated with more citations to participants' published work (P less than .05). These data suggest that scholastic performance and research experience during medical school predict career achievement in academic medicine over 20 years in the future.

The longitudinal effects of early behavior problems in the dementia caregiving career.

PubMed

Gaugler, Joseph E; Kane, Robert L; Kane, Rosalie A; Newcomer, Robert

2005-03-01

Using multiregional, 3-year data from early career dementia caregivers, this study determines how behavior problems that occur early in the caregiving career influence time to nursing home placement and change in burden and depression over time. A Cox proportional hazards model indicated that caregivers who managed frequent behavior problems earlier are more likely to institutionalize. After controlling for important time-varying covariates in a series of growth-curve models, caregivers who were faced with severe, early behavior problems reported greater increases in burden and depression over the 3-year study period. The findings suggest the need to consider experiences early in the dementia caregiving career when accounting for key longitudinal outcomes and also emphasize the importance of attrition when attempting to model the health implications of informal long-term care over time.

Work-Life Balance, Burnout, and Satisfaction of Early Career Pediatricians.

PubMed

Starmer, Amy J; Frintner, Mary Pat; Freed, Gary L

2016-04-01

Data describing factors associated with work-life balance, burnout, and career and life satisfaction for early career pediatricians are limited. We sought to identify personal and work factors related to these outcomes. We analyzed 2013 survey data of pediatricians who graduated residency between 2002 and 2004. Dependent variables included: (1) balance between personal and professional commitments, (2) current burnout in work, (3) career satisfaction, and (4) life satisfaction. Multivariable logistic regression examined associations of personal and work characteristics with each of the 4 dependent variables. A total of 93% of participants completed the survey (n = 840). A majority reported career (83%) and life (71%) satisfaction. Fewer reported current appropriate work-life balance (43%) or burnout (30%). In multivariable modeling, excellent/very good health, having support from physician colleagues, and adequate resources for patient care were all found to be associated with a lower prevalence of burnout and a higher likelihood of work-life balance and career and life satisfaction. Having children, race, and clinical specialty were not found to be significantly associated with any of the 4 outcome measures. Female gender was associated with a lower likelihood of balance and career satisfaction but did not have an association with burnout or life satisfaction. Burnout and struggles with work-life balance are common; dissatisfaction with life and career are a concern for some early career pediatricians. Efforts to minimize these outcomes should focus on encouragement of modifiable factors, including health supervision, peer support, and ensuring sufficient patient care resources. Copyright © 2016 by the American Academy of Pediatrics.

Award for Distinguished Contributions to Education and Training in psychology.

PubMed

2017-12-01

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2017 recipients of the APA Education and Training Contributions Awards were selected by the 2016 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2016 Education and Training Awards Committee were Erica Wise, PhD (Chair); Ron Rozensky, PhD; Jane D. Halonen, PhD; Sharon Berry, PhD (Chair Elect); Emil Rodolfa, PhD; and Sylvia A. Rosenfield, PhD. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Award for Distinguished Contributions to Education and Training in Psychology.

PubMed

2016-11-01

This award is given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Award for Distinguished Contributions to Education and Training in psychology recognizes a specific contribution to education and training. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. This year the Education and Training Awards Committee selected a psychologist for the Career designation. The 2016 recipients of the APA Education and Training Contributions Awards were selected by the 2015 Education and Training Awards Committee appointed by the Board of Educational Affairs (BEA). Members of the 2015 Education and Training Awards Committee were Sharon L. Berry, PhD (Chair); Arthur C. Graesser, PhD; and Thomas R. Kratochwill, PhD; Erica Wise, PhD (Chair-Elect); Ron Rozensky, PhD; and Jane Halonen, PhD. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Astrobiology Primer - an Early Career Scientist Education, Outreach and Professional Development Project

NASA Astrophysics Data System (ADS)

Wright, K. E.; Domagal-Goldman, S. D.

2011-12-01

We are early-career scientists jointly leading a project to write 'The Astrobiology Primer', a brief but comprehensive introduction to astrobiology, and we are using the process of producing the document as an innovative way of strengthening the international community of early-career astrobiologists. Astrobiology is the study of the origin, evolution, distribution and future of life in our universe. It includes not just study of life on Earth, but also the potential for life to exist beyond Earth, and the development of techniques to search for such life. It therefore incorporates geological and earth sciences, life sciences, chemistry, astronomy and planetary sciences. This requires astrobiologists to integrate these different disciplines in order to address questions such as 'How did Earth and its biosphere originate?', 'How do life and the physical, chemical and geological cycles on Earth interact, and affect each other?' and so 'What does life on Earth tell us about the habitability of environments outside Earth?'. The primer will provide a brief but comprehensive introduction to the field; it will be significantly more comprehensive than a normal review paper but much shorter than a textbook. This project is an initiative run entirely by early-career scientists, for the benefit of other early-career scientists and others. All the writers and editors of the primer are graduate/post-graduate students or post-doctoral fellows, and our primary target group for the primer is other early-career scientists, although we hope and expect that the primer will also be useful far more broadly in education and outreach work. An Astrobiology Primer was first published in 2006(Ref1), written and edited by a small group of early-career astrobiologists to provide an introduction to astrobiology for other early-career scientists new to the field. It has been used not only by the target group for private study, but in formal education and outreach settings at universities and

Topical Collection: Climate-change research by early-career hydrogeologists

NASA Astrophysics Data System (ADS)

Re, Viviana; Maldaner, Carlos H.; Gurdak, Jason J.; Leblanc, Marc; Resende, Tales Carvalho; Stigter, Tibor Y.

2018-05-01

Scientific outreach, international networking, collaboration and adequate courses are needed in both developed and developing countries to enable early-career hydrogeologists to promote long-term multidisciplinary approaches to cope with climate-change issues and emphasize the importance of groundwater in a global strategy for adaptation. One such collaboration has involved the Early Career Hydrogeologists' Network of the International Association of Hydrogeologists (ECHN-IAH) and the UNESCO International Hydrological Programme's (IHP) Groundwater Resources Assessment under the Pressures of Humanity and Climate Changes (GRAPHIC) project. This collaboration seeks to foster the education and involvement of the future generation of water leaders in the debate over groundwater and climate change.

Preservice and Early Career Teachers' Preconceptions and Misconceptions about Making in Education

ERIC Educational Resources Information Center

Cohen, Jonathan D.; Jones, W. Monty; Smith, Shaunna

2018-01-01

This qualitative study examined preservice and early career teachers' preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in brief, one-time maker workshops, then wrote reflections on their experiences. Using constant comparative analysis, researchers uncovered two common…

Undergraduate Breakfast, Career Workshop, and Awards

NASA Astrophysics Data System (ADS)

2017-01-01

Undergraduate students can enjoy a hearty breakfast and learn about how to prepare for a wide variety of careers in physics outside of academia. Topics of this interactive workshop will include planning and self-assessment, inventorying transferable skills, finding out more about career opportunities, and successfully applying for jobs. Immediately following the workshop, top presenters from the Undergraduate Research/SPS sessions will be recognized. All presenters in the undergraduate sessions will receive certificates acknowledging their scientific accomplishments.

Charles L. Brewer Award for Distinguished Teaching of Psychology

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

The American Psychological Foundation (APF) Charles L. Brewer Distinguished Teaching of Psychology Award recognizes an outstanding career contribution to the teaching of psychology. The 2009 recipient of the Distinguished Teaching Award is William Buskist. Dorothy W. Cantor, president of the APF, will present the APF Teaching Award at the 117th…

Professional development session for early career scientists at SITC 2012

PubMed Central

2013-01-01

The Society for Immunotherapy of Cancer (SITC) 2012 Professional Development Session was held as part of the SITC 27th Annual Meeting, Washington, DC, on October 24, 2012. The session was designed as a new opportunity for early career investigators to learn about relevant career development topics in a didactic setting. PMID:25742323

Designing Informal Learning Experiences for Early Career Academics Using a Knowledge Ecosystem Model

ERIC Educational Resources Information Center

Miller, Faye; Partridge, Helen; Bruce, Christine; Hemmings, Brian

2017-01-01

This article presents a "knowledge ecosystem" model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency…

The First Three Years: Experiences of Early Career Teachers

ERIC Educational Resources Information Center

Fenwick, Ashley

2011-01-01

This study considers two discourses of current relevance to national and international educators--early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock-on…

Identifying the factors that affect the job satisfaction of early career Notre Dame graduate physiotherapists.

PubMed

Bacopanos, Eleni; Edgar, Susan

2016-11-01

Objective Previous studies have highlighted the short career intentions and high attrition rates of physiotherapists from the profession. The aim of the present study was to examine the job satisfaction and attrition rates of early career physiotherapists graduating from one Western Australian university. Methods A self-administered online survey was conducted of 157 Notre Dame physiotherapy graduates (2006-2012), incorporating a job satisfaction rating scale. Results Results showed that lowered job satisfaction was related to working in the cardiorespiratory area of physiotherapy and working in multiple jobs since graduation. The majority of graduates did not predict a long-term career in physiotherapy, highlighting a lack of career progression and limited scope of practice as influential factors. Conclusions Job satisfaction in early career physiotherapists varies across different clinical areas of practice related to several factors, including challenge and flexibility. New roles in the profession, including extended scope roles, may impact on the future job satisfaction of physiotherapists. Further studies are needed to explore the effect of these roles on workforce trends, including attrition rates. What is known about the topic? Physiotherapists predict careers of 10 years or less on entry into the profession. No previous studies have explored the individual factors influencing job satisfaction in early career physiotherapists across different clinical settings. What does this paper add? This study highlights specific factors influencing the job satisfaction of early career physiotherapists, including clinical area of practice. Physiotherapists working in the cardiorespiratory area were less satisfied, as were physiotherapists undertaking multiple positions since graduation. What are the implications for practitioners? This study informs employers and workforce planners on the factors affecting job satisfaction in early career physiotherapists. In addition

Robert Devlin presented with 2017 Presidential Rank Award for Me

NASA Image and Video Library

2018-04-23

On April 23, 2018, Todd May presented Robert (Bob) Devlin with the 2017 Presidential Rank Award for Meritorious Executive. This is the second-highest award conferred by the President of the United States. Individuals receiving this award are recognized for sustained accomplishments and no more than five percent of career SES or SL/ST members may receive this award.

Consider Nominating a Woman for an AGU Award

NASA Astrophysics Data System (ADS)

OConnell, Suzanne

2013-03-01

There are many ways to acknowledge scholarly achievement. One of the most prestigious is through professional society awards. Such awards recognize the achievements of society members and are important for career success. Any AGU member, even student members, can nominate someone to be a Fellow or awardee. In fact, some award, medal, and prize nominations are even open to the public.

Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

NASA Astrophysics Data System (ADS)

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-11-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

Concept formation: a supportive process for early career nurses.

PubMed

Thornley, Tracey; West, Sandra

2010-09-01

Individuals come to understand abstract constructs such as that of the 'expert' through the formation of concepts. Time and repeated opportunity for observation to support the generalisation and abstraction of the developing concept are essential if the concept is to form successfully. Development of an effective concept of the 'expert nurse' is critical for early career nurses who are attempting to integrate theory, values and beliefs as they develop their clinical practice. This study explores the use of a concept development framework in a grounded theory study of the 'expert nurse'. Qualitative. Using grounded theory methods for data collection and analysis, semi-structured interviews were conducted with registered nurses. The participants were asked to describe their concept of the 'expert nurse' and to discuss their experience of developing this. Participants reported forming their concept of the 'expert nurse', after multiple opportunities to engage with nurses identified as 'expert'. This identification did not necessarily relate to the designated position of the 'expert nurse' or assigned mentors. When the early career nurse does not successfully form a concept of the 'expert nurse', difficulties in personal and professional development including skill/knowledge development may arise. To underpin development of their clinical practice effectively, early career nurses need to be provided with opportunities that facilitate the purposive formation of their own concept of the 'expert nurse'. Formation of this concept is not well supported by the common practice of assigning mentors. Early career nurses must be provided with the time and the opportunity to individually develop and refine their concept of the 'expert nurse'. To achieve this, strategies including providing opportunities to engage with expert nurses and discussion of the process of concept formation and its place in underpinning personal judgments may be of assistance. © 2010 Blackwell Publishing

Improving Communication Skills in Early Career Scientists

NASA Astrophysics Data System (ADS)

Saia, S. M.

2013-12-01

The AGU fall meeting is a time for scientists to share what we have been hard at work on for the past year, to share our trials and tribulations, and of course, to share our science (we hope inspirational). In addition to sharing, the AGU fall meeting is also about collaboration as it brings old and new colleagues together from diverse communities across the planet. By sharing our ideas and findings, we build new relationships with the potential to cross boundaries and solve complex and pressing environmental issues. With ever emerging and intensifying water scarcity, extreme weather, and water quality issues across the plant, it is especially important that scientists like us share our ideas and work together to put these ideas into action. My vision of the future of water sciences embraces this fact. I believe that better training is needed to help early career scientists, like myself, build connections within and outside of our fields. First and foremost, more advanced training in effective storytelling concepts and themes may improve our ability to provide context for our research. Second, training in the production of video for internet-based media (e.g. YouTube) may help us bring our research to audiences in a more personalized way. Third, opportunities to practice presenting at highly visible public events such as the AGU fall meeting, will serve to prepare early career scientists for a variety of audiences. We hope this session, ';Water Sciences Pop-Ups', will provide the first steps to encourage and train early career scientists as they share and collaborate with scientists and non-scientists around the world.

Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

ERIC Educational Resources Information Center

Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q.

2016-01-01

There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe…

Early Career Patterns for Social Work Graduates

ERIC Educational Resources Information Center

Choi, Mi Jin; Urbanski, Paul; Fortune, Anne E.; Rogers, Crystal

2015-01-01

This study examines master's of social work graduates' early careers. Six cohorts graduating from 2002 through 2007 (N = 246) completed a questionnaire 9-15 months after graduation. Most reported adequate or exceptional preparation on both generalist and advanced concentration practice behaviors. Almost all direct practice graduates and 2/3 of…

Impact Factor: Early Career Research & Digital Scholarship

ERIC Educational Resources Information Center

Pasquini, Laura A.; Wakefield, Jenny S.; Roman, Tiffany

2014-01-01

It is becoming increasingly vital to publish and share research as well as get citations for the purpose of researcher visibility. The publishing options available for research distribution seem endless. It really is an academic jungle out there! This article reviews why early career researchers and graduate scholars should consider their research…

Charles L. Brewer Distinguished Teaching of Psychology Award.

PubMed

2014-01-01

The American Psychological Foundation (APF) Charles L. Brewer Award for Distinguished Teaching of Psychology recognizes an outstanding career contribution to the teaching of psychology. The 2014 recipient of the Charles L. Brewer Distinguished Teaching of Psychology Award is Mary E. Kite. 2014 APA, all rights reserved

The Development of the George B. Pegram Award

NASA Astrophysics Data System (ADS)

McCay, Myron S.

1997-11-01

The George B. Pegram Award for Excellence in the Teaching of Physics was developed by a representative group of SESAPS members over a period of eight years with outstanding contributions as follows: Jesse Beams, APS President, with the advice of Mark Zemansky, AAPT, chose George B. Pegram as the honoree, in view of his excellent teaching career at Columbia University, his graduation from Trinity College--now Duke University, his long period of service as Treasurer of APS, and his active support of the special training program at ORAU; Earle Plyler with the assistance of Edward Burke, Jr., prepared the selection criteria for the recipients of the award; Walter Gordy coordinated the APS approval and initiated the financing of the program; Howard Carr raised the first funds and prepared the initial certificates; William G. Pollard joined the committee and completed the early funding, while preparing the formal certificate and medal; Dr. Vernet Eaton, AAPT President, stimulated the program when he urged the nomination of SESAPS members for the Oersted Award. After his lectures at the 1955 Gainesville meeting, Wendell Holladay instructed the committee to report its recommendations at the next SESAPS meeting. In 1969 SESAPS approved the George B. Pegram Award.

A qualitative descriptive exploration of the educational and career plans of early career neonatal nurses and midwives: An Irish perspective.

PubMed

Coughlan, Linda Martina; Patton, Declan

2018-01-01

The scarcity of appropriately qualified nurses and midwives is a major obstacle in achieving an effective health system. Neonatal nurses and midwives require a high level of skill and education to fulfil their role. It is also an area that sees high staff turnover rates. For this study a descriptive qualitative approach was used to ascertain early career neonatal nurses' and midwives' experiences of further education, their future career plans, and their perceived facilitators and barriers to further education and career progression. After receiving ethical approval, twelve nurses and midwives were recruited across three tertiary level neonatal units in Ireland. Semi structured interviews were carried out and interview transcripts were subsequently analysed using Attride-Stirling's (2001) Thematic Networks to deduce themes from the data. Support and involvement, mentoring, and career progression and retention were the three main themes identified upon analysis of the data. The majority of participants identified definitive career plans but some felt their goals were unachievable in their current workplace. Consequently a large number of participants have plans to leave their employment in neonates and pursue a career in other areas of nursing. Staff appraisals and succession planning programmes may assist early career nurses and midwives in focusing on their individual career goals, leading to a greater uptake of further specialised education and improved retention of neonatal nurses and midwives. Copyright © 2017 Elsevier Ltd. All rights reserved.

Job satisfaction trends during nurses' early career.

PubMed

Murrells, Trevor; Robinson, Sarah; Griffiths, Peter

2008-06-05

Job satisfaction is an important component of nurses' lives that can impact on patient safety, productivity and performance, quality of care, retention and turnover, commitment to the organisation and the profession. Little is known about job satisfaction in early career and how it varies for different groups of nurses. This paper investigates how the components of job satisfaction vary during early career in newly qualified UK nurses. Nurses were sampled using a combined census and multi-stage approach (n = 3962). Data were collected by questionnaire at 6 months, 18 months and 3 years after qualification between 1998 and 2001. Scores were calculated for seven job satisfaction components and a single item that measured satisfaction with pay. Scores were compared longitudinally and between nursing speciality (general, children's, mental health) using a mixed model approach. No single pattern across time emerged. Trends varied by branch and job satisfaction component. Rank order of job satisfaction components, from high to low scores, was very similar for adult and child branch nurses and different for mental health. Nurses were least satisfied with pay and most satisfied with relationships at 6 and 18 months and with resources (adult and child) and relationships (mental health) at 3 years. Trends were typically upwards for adult branch nurses, varied for children's nurses and downwards for mental health nurses. The impact of time on job satisfaction in early career is highly dependent on specialism. Different contexts, settings and organisational settings lead to varying experiences. Future research should focus on understanding the relationships between job characteristics and the components of job satisfaction rather than job satisfaction as a unitary construct. Research that further investigates the benefits of a formal one year preceptorship or probationary period is needed.

Job satisfaction trends during nurses' early career

PubMed Central

Murrells, Trevor; Robinson, Sarah; Griffiths, Peter

2008-01-01

Background Job satisfaction is an important component of nurses' lives that can impact on patient safety, productivity and performance, quality of care, retention and turnover, commitment to the organisation and the profession. Little is known about job satisfaction in early career and how it varies for different groups of nurses. This paper investigates how the components of job satisfaction vary during early career in newly qualified UK nurses. Methods Nurses were sampled using a combined census and multi-stage approach (n = 3962). Data were collected by questionnaire at 6 months, 18 months and 3 years after qualification between 1998 and 2001. Scores were calculated for seven job satisfaction components and a single item that measured satisfaction with pay. Scores were compared longitudinally and between nursing speciality (general, children's, mental health) using a mixed model approach. Results No single pattern across time emerged. Trends varied by branch and job satisfaction component. Rank order of job satisfaction components, from high to low scores, was very similar for adult and child branch nurses and different for mental health. Nurses were least satisfied with pay and most satisfied with relationships at 6 and 18 months and with resources (adult and child) and relationships (mental health) at 3 years. Trends were typically upwards for adult branch nurses, varied for children's nurses and downwards for mental health nurses. Conclusion The impact of time on job satisfaction in early career is highly dependent on specialism. Different contexts, settings and organisational settings lead to varying experiences. Future research should focus on understanding the relationships between job characteristics and the components of job satisfaction rather than job satisfaction as a unitary construct. Research that further investigates the benefits of a formal one year preceptorship or probationary period is needed. PMID:18534023

APECS: A Network for Polar Early Career Scientist Professional Development

NASA Astrophysics Data System (ADS)

Enderlin, E. M.

2014-12-01

The Association of Polar Early Career Researchers (APECS) is an international and interdisciplinary organization for undergraduate and graduate students, postdoctoral researchers, early faculty members, educators and others with interests in the polar regions, alpine regions and the wider Cryosphere. APECS is a scientific, non-profit organization with free individual membership that aims to stimulate research collaborations and develop effective future leaders in polar research, education, and outreach. APECS grew out of the 4th International Polar Year (2007-08), which emphasized the need to stimulate and nurture the next generation of scientists in order to improve the understanding and communication of the polar regions and its global connections. The APECS organizational structure includes a Council and an elected Executive Committee that are supported by a Directorate. These positions are open to all individual members through a democratic process. The APECS Directorate is funded by the Norwegian Research Council, the University of Tromsø and the Norwegian Polar Institute and is hosted by the University of Tromsø. Early career scientists benefit from a range of activities hosted/organized by APECS. Every year, numerous activities are run with partner organizations and in conjunction with major polar conferences and meetings. In-person and online panels and workshops focus on a range of topics, from developing field skills to applying for a job after graduate school. Career development webinars are hosted each fall and topical research webinars are hosted throughout the year and archived online (http://www.apecs.is). The APECS website also contains abundant information on polar news, upcoming conferences and meetings, and job postings for early career scientists. To better respond to members' needs, APECS has national/regional committees that are linked to the international overarching organization. Many of these committees organize regional meetings or

The Reluctant Academic: Early-Career Academics in a Teaching-Orientated University

ERIC Educational Resources Information Center

Gale, Helen

2011-01-01

This paper is based on research into academic identities amongst early-career academics in a UK post-1992, teaching-orientated university. Literature around academic identity suggests five major academic roles: teaching, research, management, writing and networking. However, this appears to be a picture of an established mid-career academic in a…

Satisfaction among early and mid-career dentists in a metropolitan dental hospital in China.

PubMed

Cui, Xiaoxi; Dunning, David G; An, Na

2017-01-01

A growing body of research has examined career satisfaction among dentists using a standardized instrument, dentist satisfaction survey (DSS). This project examined career satisfaction of early to mid-career dentists in China, a population whose career satisfaction, heretofore, has not been studied. This is an especially critical time to examine career satisfaction because of health care reform measures being implemented in China. A culturally sensitive Chinese-language version of the DSS (CDSS) was developed and electronically administered to 367 early and mid-career dentists in a tertiary dental hospital in Beijing, China. One hundred and seventy respondents completed the survey. The average total career score was 123, with a range of 82-157. Data analysis showed some significant differences in total career score and several subscales based on gender, working hours per week, and years in practice. A stepwise regression model revealed that two variables predicted total career score: working hours per week and gender. Stepwise regression also demonstrated that four subscales significantly predicted the overall professional satisfaction subscale score: respect, delivery of care, income and patient relations. Implications of these results are discussed in light of the health care delivery system and dentist career paths in China.

NCI Awards 18 Grants to Continue the Early Detection Research Network (EDRN) Biomarkers Effort | Division of Cancer Prevention

Cancer.gov

The NCI has awarded 18 grants to continue the Early Detection Research Network (EDRN), a national infrastructure that supports the integrated development, validation, and clinical application of biomarkers for the early detection of cancer. The awards fund 7 Biomarker Developmental Laboratories, 8 Clinical Validation Centers, 2 Biomarker Reference Laboratories, and a Data

Limitless Horizons. Careers in Aerospace

NASA Technical Reports Server (NTRS)

Lewis, M. H.

1980-01-01

A manual is presented for use by counselors in career guidance programs. Pertinent information is provided on choices open in aerospace sciences, engineering, and technology. Accredited institutions awarding degrees in pertinent areas are listed as well as additional sources of aerospace career information. NASA's role and fields of interest are emphasized.

Transdisciplinarity in Research: Perspectives of Early Career Faculty

ERIC Educational Resources Information Center

Moore, Megan; Martinson, Melissa L.; Nurius, Paula S.; Kemp, Susan P.

2018-01-01

Background: Early career faculty experiences and perspectives on transdisciplinary research are important yet understudied. Methods: Assistant professors at 50 top-ranked social work programs completed an online survey assessing perspectives on the salience of transdisciplinary training in their field, obstacles to or negative impacts of…

The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

NASA Astrophysics Data System (ADS)

Esperanca, S.

2003-12-01

overcome barriers, and to encourage women to pursue academic geoscience careers as well as teach administrators how to recruit and retain qualified women in geoscience. The ADVANCE Fellows competition includes eligibility for women in three broad categories: early-career; career interruption; and trailing spouse. The first Fellows competition took place in 2002 and received over 150 applications throughout the Foundation. The Directorate of Geosciences (GEO) received 26 proposals, approximately 18% of the total number, and second only to the Directorate of Biological Sciences (BIO). Of the 26 proposals, 5 were in Atmospheric Sciences (ATM), 9 in Earth Sciences (EAR), and 12 in Ocean Sciences (OCE). Proposal pressure in the Fellows competition was roughly correlated with the number of women in the respective fields. In GEO, the number of proposals reflected broadly the representation of women as PIs in the various Divisions, where OCE has the largest number of female PIs, followed by EAR and ATM, respectively. Of the pool of applicants in 2002 and 2004, approximately 50% were PIs that applied in the early-career (post-doctoral) category, with the other 50% composed of about half for each of the two other categories (spouse relocation and career interruption). Over the next two years, NSF hopes to have a significant portfolio of awards to start deriving some information on successful models for promoting the increase in the representation of women at higher levels of the academic career. Feedback to the members of the ADVANCE Implementation Committee is strongly encouraged as we continue to try to improve this program to better answer the needs of women in academia.

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.

Early outreach: career awareness for health professions.

PubMed

Lourenço, S V

1983-01-01

"Early outreach" may be defined as a long-term, talent-development strategy designed to prepare a well qualified pool of disadvantaged and underrepresented minority applicants for entry into health professions schools, particularly medical schools. The concept of early outreach is to prepare, motivate, and educate talented, economically disadvantaged junior high or secondary school students to gain the necessary academic qualifications to make high school graduation, college attendance, and health careers a reality. In this paper the author defines the problem to which early outreach is addressed and discussed the contextual and historical background of the concept. A number of programs at the Health Sciences Center at the University of Illinois at Chicago designed and implemented to provide a model to achieve the concept of early outreach are described.

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

Interpreting Early Career Trajectories

ERIC Educational Resources Information Center

Barnatt, Joan; Gahlsdorf Terrell, Dianna; D'Souza, Lisa Andries; Jong, Cindy; Cochran-Smith, Marilyn; Viesca, Kara Mitchell; Gleeson, Ann Marie; McQuillan, Patrick; Shakman, Karen

2017-01-01

Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after…

Satisfaction among early and mid-career dentists in a metropolitan dental hospital in China

PubMed Central

Cui, Xiaoxi; Dunning, David G; An, Na

2017-01-01

A growing body of research has examined career satisfaction among dentists using a standardized instrument, dentist satisfaction survey (DSS). This project examined career satisfaction of early to mid-career dentists in China, a population whose career satisfaction, heretofore, has not been studied. This is an especially critical time to examine career satisfaction because of health care reform measures being implemented in China. A culturally sensitive Chinese-language version of the DSS (CDSS) was developed and electronically administered to 367 early and mid-career dentists in a tertiary dental hospital in Beijing, China. One hundred and seventy respondents completed the survey. The average total career score was 123, with a range of 82–157. Data analysis showed some significant differences in total career score and several subscales based on gender, working hours per week, and years in practice. A stepwise regression model revealed that two variables predicted total career score: working hours per week and gender. Stepwise regression also demonstrated that four subscales significantly predicted the overall professional satisfaction subscale score: respect, delivery of care, income and patient relations. Implications of these results are discussed in light of the health care delivery system and dentist career paths in China. PMID:29355243

Increasing retention of early career female atmospheric scientists

NASA Astrophysics Data System (ADS)

Edwards, L. M.; Hallar, A. G.; Avallone, L. M.; Thiry, H.

2010-12-01

Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT uses a multi-faceted approach to provide junior scientists with tools that will help them meet the challenges in their research and teaching career paths and will promote their retention in the field. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful and prepared to fill vacancies created by the “baby boomer” retirees. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory, Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. Post-workshop reunion events are held at national scientific meetings to maintain connectivity among each year’s participants, and for collaborating among participants of all workshops held to date. Evaluations of the two workshop cohorts thus far conclude that the workshops have been successful in achieving the goals of establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

NCI Research Specialist Award (R50)

Cancer.gov

Award enables scientists to pursue stable research careers within an existing cancer research program, but not serve as independent investigators. Letter of Intent due: January 2, 2017 Application due: February 2, 2017

Insights on leadership from early career nurse academics: findings from a mixed methods study.

PubMed

Halcomb, Elizabeth; Jackson, Debra; Daly, John; Gray, Joanne; Salamonson, Yenna; Andrew, Sharon; Peters, Kath

2016-03-01

To explore the perceptions of early career nursing academics on leadership in academia. There is growing emphasis on leadership capacity building across all domains of nursing. However, there is limited evidence on leadership capacity in early career academics. This study tested an intervention to develop leadership capacity amongst early career nursing academics in two Australian universities. A sequential mixed methods design, using online surveys and semi-structured interviews, was used to collect data. Twenty-three early career nursing academics participated. Most had experience of formal leadership roles and were aware of its importance to them as they developed their academic careers. Participants were able to discuss their own views of themselves as leaders; their perceptions of their own needs for leadership development, and ways in which they could seek to develop further as leaders. There is a need to provide initial and ongoing opportunities for leadership development amongst nurse academics. These opportunities should be contextualised and recognise factors such as gender, and the effects of structural oppression. Nurse academics are involved in the preparation of the next generation of clinical leaders and it is imperative that they are able to articulate a clear view of leadership. © 2015 John Wiley & Sons Ltd.

Grant Success for Early-Career Faculty in Patient-Oriented Research: Difference-in-Differences Evaluation of an Interdisciplinary Mentored Research Training Program.

PubMed

Libby, Anne M; Hosokawa, Patrick W; Fairclough, Diane L; Prochazka, Allan V; Jones, Pamela J; Ginde, Adit A

2016-12-01

Since 2004, the Clinical Faculty Scholars Program (CFSP) at the University of Colorado Anschutz Medical Campus has provided intensive interdisciplinary mentoring and structured training for early-career clinical faculty from multiple disciplines conducting patient-oriented clinical and outcomes research. This study evaluated the two-year program's effects by comparing grant outcomes for CFSP participants and a matched comparison cohort of other junior faculty. Using 2000-2011 institutional grant and employment data, a cohort of 25 scholars was matched to a cohort of 125 comparison faculty (using time in rank and pre-period grant dollars awarded). A quasi-experimental difference-in-differences design was used to identify the CFSP effect on grant outcomes. Grant outcomes were measured by counts and dollars of grant proposals and awards as principal investigator. Outcomes were compared within cohorts over time (pre- vs. post-period) and across cohorts. From pre- to post-period, mean annual counts and dollars of grant awards increased significantly for both cohorts, but mean annual dollars increased significantly more for the CFSP than for the comparison cohort (delta $83,427 vs. $27,343, P < .01). Mean annual counts of grant proposals also increased significantly more for the CFSP than for the comparison cohort: 0.42 to 2.34 (delta 1.91) versus 0.77 to 1.07 (delta 0.30), P < .01. Institutional investment in mentored research training for junior faculty provided significant grant award gains that began after one year of CFSP participation and persisted over time. The CFSP is a financially sustainable program with effects that are predictable, significant, and enduring.

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.

Early Field Experience in Career and Technical Education

ERIC Educational Resources Information Center

Smalley, Scott Walter

2011-01-01

The purpose of the three studies in this dissertation was to enhance career and technical education in the area of agriculture, business, and family and consumer sciences. This dissertation contains three papers: (1) a Delphi study identifying the purpose, expected outcomes, and methods of documenting preservice teacher early field experience…

Funding opportunities for clinical investigators in the early stages of career development in cardiovascular research.

PubMed

Mentz, Robert J; Becker, Richard C

2013-11-01

Contemporary cardiovascular research offers junior investigators the opportunity to explore the gamut of biomedical questions. Despite the recent reduction in the availability of funding mechanisms that have historically served as the primary pathways for investigators in the early stages of career development, there remain numerous traditional and non-traditional funding opportunities. This article highlights these opportunities in order to assist early career investigators in the development of a personalized research trajectory, which optimizes the potential for career success.

Things I wish I'd known: desiderata for early career psychiatrists.

PubMed

Ng, Lillian; Steane, Richard; Chacko, Emme; Scollay, Natalie

2017-02-01

The objective of this study was to disseminate advice imparted to early career psychiatrists by a panel of senior colleagues at a Royal Australian and New Zealand College of Psychiatrists symposium, reflecting on things they wished they had known at the earlier stage in their careers. Key themes were extracted from notes taken at the symposium, where opinions were expressed by three senior psychiatrists. There are components in building a sustainable career as a psychiatrist, which include considering one's work environment and relationships with colleagues; self-care, mentorship and reflective practice; and seeking opportunities to teach and research for career progression. The mentorship and advice from senior colleagues can be highly influential. In order to sustain a career that has reward, meaning and longevity, psychiatrists would do well to pay attention to aspects of self-care, stay connected to their loved ones, seek an optimal work-life balance and take an interest in their long term career plans.

Mentoring: A Review of Early Career Researcher Studies

ERIC Educational Resources Information Center

Boeren, Ellen; Lokhtina-Antoniou, Irina; Sakurai, Yusuke; Herman, Chaya; McAlpine, Lynn

2015-01-01

This paper reviews 23 journal articles on "mentoring" in the context of Early Career Researchers, defined as those in academia with less than 10 years of experience from the start of their PhD. Achieving a better understanding of mentoring is important since within the higher education context new dynamics have created expectations…

How well does early-career investigators' cardiovascular outcomes research training align with funded outcomes research?

PubMed

Crowley, Matthew J; Al-Khatib, Sana M; Wang, Tracy Y; Khazanie, Prateeti; Kressin, Nancy R; Krumholz, Harlan M; Kiefe, Catarina I; Wells, Barbara L; O'Brien, Sean M; Peterson, Eric D; Sanders, Gillian D

2018-02-01

Outcomes research training programs should prepare trainees to successfully compete for research funding. We examined how early-career investigators' prior and desired training aligns with recently funded cardiovascular (CV) outcomes research. We (1) reviewed literature to identify 13 core competency areas in CV outcomes research; (2) surveyed early-career investigators to understand their prior and desired training in each competency area; (3) examined recently funded grants commonly pursued by early-career outcomes researchers to ascertain available funding in competency areas; and (4) analyzed alignment between investigator training and funded research in each competency area. We evaluated 185 survey responses from early-career investigators (response rate 28%) and 521 funded grants from 2010 to 2014. Respondents' prior training aligned with funded grants in the areas of clinical epidemiology, observational research, randomized controlled trials, and implementation/dissemination research. Funding in community-engaged research and health informatics was more common than prior training in these areas. Respondents' prior training in biostatistics and systematic review was more common than funded grants focusing on these specific areas. Respondents' desired training aligned similarly with funded grants, with some exceptions; for example, desired training in health economics/cost-effectiveness research was more common than funded grants in these areas. Restricting to CV grants (n=132) and National Heart, Lung, and Blood Institute-funded grants (n=170) produced similar results. Identifying mismatch between funded grants in outcomes research and early-career investigators' prior/desired training may help efforts to harmonize investigator interests, training, and funding. Our findings suggest a need for further consideration of how to best prepare early-career investigators for funding success. Copyright © 2017. Published by Elsevier Inc.

The Grant Game as Training Ground for Tractability? An Australian Early Career Researcher's Story

ERIC Educational Resources Information Center

Petersen, Eva B.

2016-01-01

The future of education research is linked to what early career researchers in Education are doing and learning to do now. This paper presents a narrative of one early career researcher who works and lives in Australia. She tells the story about how she came to research and to an academic life, about what her doctoral work and education taught her…

Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

NASA Astrophysics Data System (ADS)

Hebbeln, Dierk; Klose, Christina

2015-04-01

Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our

Mentors, networks, and resources for early career female atmospheric scientists

NASA Astrophysics Data System (ADS)

Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent

2011-12-01

Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

Early Career Academics Learning the Game in Whackademia

ERIC Educational Resources Information Center

McKay, Loraine; Monk, Sue

2017-01-01

The initial years as an early career academic (ECA) are challenging times as those new to the academy attempt to balance the three aspects of their role: teaching, research and service, while also coming to terms with both overt and hidden expectations. Formal mentoring arrangements for ECAs are threatened by competing demands on time.…

Supporting early career health investigators in Kenya: A qualitative study of HIV/AIDS research capacity building.

PubMed

Daniels, Joseph; Nduati, Ruth; Kiarie, James; Farquhar, Carey

2015-01-01

Strategies to transfer international health research training programs to sub-Saharan African institutions focus on developing cadres of local investigators who will lead such programs. Using a critical leadership theory framework, we conducted a qualitative study of one program to understand how collaborative training and research can support early career investigators in Kenya toward the program transfer goal. We used purposive sampling methods and a semi-structured protocol to conduct in-depth interviews with US (N = 5) and Kenyan (N = 5) independent investigators. Transcripts were coded using a two-step process, and then compared with each other to identify major themes. A limited local research environment, funding needs and research career mentorship were identified as major influences on early career researchers. Institutional demands on Kenyan faculty to teach rather than complete research restricted investigators' ability to develop research careers. This was coupled with lack of local funding to support research. Sustainable collaborations between Kenyan, US and other international investigators were perceived to mitigate these challenges and support early career investigators who would help build a robust local research environment for training. Mutually beneficial collaborations between Kenyan and US investigators developed during training mitigate these challenges and build a supportive research environment for training. In these collaborations, early career investigators learn how to navigate the complex international research environment to build local HIV research capacity. Shared and mutually beneficial resources within international research collaborations are required to support early career investigators and plans to transfer health research training to African institutions.

Prizes, lectures, and awards of the American Association of Neurological Surgeons/Congress of Neurological Surgeons Section on Tumors.

PubMed

Barker, Fred G; McDermott, Michael W

2005-04-15

An important goal of the Section on Tumors of the American Association of Neurological Surgeons (AANS) and Congress of Neurological Surgeons (CNS) since its founding in 1985 has been to foster both education and research in the field of brain tumor treatment. As one means of achieving this, the Section awards a number of prizes, research grants, and named lectures at the annual meetings of the AANS and CNS. After a brief examination of similar honors that were given in recognition of pioneering work by Knapp, Cushing, and other early brain tumor researchers, the authors describe the various awards given by the AANS/CNS Section on Tumors since its founding, their philanthropic donors, and the recipients of the awards. The subsequent career of the recipients is briefly examined, in terms of the rate of full publication of award-winning abstracts and achievement of grant funding by awardees.

The Early Careers of Non-College-Bound Men.

ERIC Educational Resources Information Center

Grogger, Jeff

Data drawn from the Sophomore Cohort of the High School and Beyond study, also known as the Class of 1982 data, were studied to provide baseline data on the early careers of noncollege-bound (NCB) men. The analysis used data primarily from two post-high school interviews in 1984 and 1986. This report also focuses on restaurant employment, an…

Final Technical Report for Year 5 Early Career Research Project "Viscosity and equation of state of hot and dense QCD matter"

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

Molnar, Denes

2016-05-25

The Section below summarizes research activities and achievements during the fifth (last) year of the PI’s Early Career Research Project (ECRP). Unlike the first four years of the project, the last year was not funded under the American Recovery and Reinvestment Act (ARRA). The ECRP advanced two main areas: i) radiative 3 ↔ 2 radiative transport, via development of a new computer code MPC/Grid that solves the Boltzmann transport equation in full 6+1D (3X+3V+time); and ii) application of relativistic hydrodynamics, via development of a self-consistent framework to convert viscous fluids to particles. In Year 5 we finalized thermalization studies withmore » radiative gg ↔ ggg transport (Sec. 1.1.1) and used nonlinear covariant transport to assess the accuracy of fluid-to-particle conversion models (Sec. 1.1.2), calculated observables with self-consistent fluid-to-particle conversion from realistic viscous hydrodynamic evolution (Secs. 1.2.1 and 1.2.2), extended the covariant energy loss formulation to heavy quarks (Sec. 1.4.1) and studied energy loss in small systems (Sec. 1.4.2), and also investigated how much of the elliptic flow could have non-hydrodynamic origin (Sec 1.3). Years 1-4 of the ECRP were ARRA-funded and, therefore, they have their own report document ’Final Technical Report for Years 1-4 of the Early Career Research Project “Viscosity and equation of state of hot and dense QCD matter”’ (same award number DE-SC0004035). The PI’s group was also part of the DOE JET Topical Collaboration, a multi-institution project that overlapped in time significantly with the ECRP. Purdue achievements as part of the JET Top- ical Collaboration are in a separate report “Final Technical Report summarizing Purdue research activities as part of the DOE JET Topical Collaboration” (award DE-SC0004077).« less

Professional Development Needs and Training Interests: A Survey of Early Career School Psychologists

ERIC Educational Resources Information Center

Arora, Prerna G.; Brown, Jacqueline; Harris, Bryn; Sullivan, Amanda

2017-01-01

Early career psychologists (ECPs) are considered a distinct professional group that faces unique career challenges. Despite recent organizational efforts to increase engagement of these individuals, little is known about the professional development needs and training interests of ECPs, particularly within psychology's subfields. As such, this…

Influence of Social Support and Self-Efficacy on Resilience of Early Career Registered Nurses.

PubMed

Wang, Lin; Tao, Hong; Bowers, Barbara J; Brown, Roger; Zhang, Yaqing

2018-05-01

The aim of this study was to examine the relationships among social support, self-efficacy, and resilience in early career registered nurses. A cross-sectional study was conducted with a convenience sample of 747 early career registered nurses. Data collection was performed between August and November 2015. Data were analyzed using structural equation modeling. Among the three factors of social support, only the impact of coworker support on nurse resilience is fully mediated by self-efficacy; friend support had a significant positive direct effect on self-efficacy and an indirect effect on nurse resilience. This would suggest the importance of administrators/managers understanding how to promote coworker support, increase self-efficacy, foster a positive work climate, and develop effective mentorship programs to improve early career registered nurses resilience and mitigate factors leading to turnover.

Life as an early career researcher: interview with Catherine Martel.

PubMed

Martel, Catherine

2016-03-01

Catherine Martel speaks to Francesca Lake, Managing Commissioning Editor: Catherine Martel obtained her PhD from the Université de Montréal and pursued a postdoctoral fellowship first at Mount Sinai School of Medicine in New York (NY, USA), then at Washington University School of Medicine in St Louis (MO, USA), and obtained the Junior Investigator Award for Women from the Arteriosclerosis, Thrombosis and Vascular Biology council of the American Heart Association. Her postdoctoral work is certainly groundbreaking and brings forward new considerations in the field: she discovered that the lymphatic vessel route, the network that runs in parallel with the blood vessels, is critical for removing cholesterol from multiple tissues, including the aortic wall. In 2013, she joined the Arteriosclerosis, Thrombosis and Vascular Biology Early Career Committee, eager to bring a Canadian perspective to the group and get involved in council activities. Since 2014, she is an Assistant Professor at the Department of Medicine at the Université de Montréal, and a research scientist at the Montreal Heart Institute. Her research program now focuses on characterizing the physiopathologic role of the lymphatics in the initiation, progression and regression of atherosclerosis. Basic and translational research will allow her team to identify the causes of lymphatic dysfunction, and eventually target potential therapeutic strategies aiming at improving lymphatic function at the different levels of the atherothrombotic disease. You can follow her laboratory at @LaboMartel_ICM.

Self-Efficacy and Job Satisfaction of Early Career Elementary School Teachers: A Mixed Methods Study

ERIC Educational Resources Information Center

Kirby, Deanne M.

2011-01-01

The purpose of this embedded mixed methods study was to determine the types of support and amounts of support most conducive to the development of early career teacher self-efficacy and job satisfaction. The study further examined the effect of job satisfaction and self-efficacy on early career teacher intent to remain in the teaching profession.…

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…

Getting Started in Academic Careers: On the Cutting Edge Resources for Graduate Students, Postdoctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

MacDonald, R.; Ormand, C.; Manduca, C. A.; Wright-Dunbar, R.; Allen-King, R.

2007-12-01

The professional development program,'On the Cutting Edge', offers on-line resources and annual multi-day workshops for graduate students and post-doctoral fellows interested in pursuing academic careers. Pre- workshop surveys reveal that early career faculty, post-docs, and graduate students have many questions about teaching (e.g., what are effective teaching strategies, how to design a course, how to prepare a syllabus, how to teach large courses), research (e.g., initiate and fund future research, set up and manage a lab, obtain equipment), and career management (e.g., understand tenure requirements, balance all it all). The graduate students and post-docs also have questions about jobs and the job search process. Their questions show a lack of familiarity with the nature of academic positions at different kinds of educational institutions (two-year colleges, primarily undergraduate institutions, and research universities). In particular, they are uncertain about what educational setting will best fit their values and career goals and how teaching loads and research expectations vary by institution. Common questions related to the job search process include where to find job listings (the most common question in recent years), when to start the job search process, how to stand out as an applicant, and how to prepare for interviews. Both groups have questions about how to develop new skills: how to develop, plan and prepare a new course (without it taking all of their time), how to expand beyond their PhD (or postdoc) research projects, how to develop a research plan, and where to apply for funding. These are important topics for advisors to discuss with all of their students and postdocs who are planning on careers in academia. On the Cutting Edge offers workshops and web resources to help current and future faculty navigate these critical stages of their careers. The four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your

Expectations and Integration of Early Career Academics into the Teaching Career: Empirical Evidence from Ghana

ERIC Educational Resources Information Center

Alabi, Goski; Abdulai, Munkaila

2016-01-01

The preparation and induction of Early Career Academics (ECAs) in Ghana has been investigated using a qualitative study that employed an enumerative-ethnographic approach. The study combined reviews of policy documents, interviews of 50 Deans and Heads of Departments and surveys of ECAs in five purposively selected universities in Ghana to capture…

Early Career Teachers' Self-Efficacy for Balanced Reading Instruction

ERIC Educational Resources Information Center

Hastings, Petra

2012-01-01

According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an…

Early Career Teachers' Resilience and Positive Adaptive Change Capabilities

ERIC Educational Resources Information Center

Bowles, Terry; Arnup, Jessica L.

2016-01-01

This research is an investigation of the link between adaptive functioning and resilience in early career teachers (ECT). Resilience is considered an important capability of teachers and research has shown that teachers who are resourceful, demonstrate agency and develop positive management strategies overcome adversity. In this research, we aim…

Four Argonne National Laboratory scientists receive Early Career Research

Science.gov Websites

Media Contacts Social Media Photos Videos Fact Sheets, Brochures and Reports Summer Science Writing Writing Internship Four Argonne National Laboratory scientists receive Early Career Research Program economic impact of cascading shortages. He will also seek to enable scaling on high-performance computing

The HIV and Drug Abuse Prevention Research Ethics Training Institute: Training Early-Career Scientists to Conduct Research on Research Ethics

PubMed Central

Fisher, Celia B.; Yuko, Elizabeth

2018-01-01

The responsible conduct of HIV/drug abuse prevention research requires investigators with both the knowledge of and ability to generate empirical data that can enhance global ethical practices and policies. This article describes a multidisciplinary program offering early-career professionals a 2-year intensive summer curriculum along with funding to conduct a mentored research study on a wide variety of HIV/drug abuse research ethics topics. Now in its fifth year, the program has admitted 29 trainees who have to date demonstrated increased knowledge of research ethics, produced 17 peer-reviewed publications, 46 professional presentations, and submitted or been awarded five related federal grants. The institute also hosts a global information platform providing general and HIV/drug abuse relevant research ethics educational and research resources that have had more than 38,800 unique visitors from more than 150 countries. PMID:26564944

Supporting and Inhibiting the Well-Being of Early Career Secondary School Teachers: Extending Self-Determination Theory

ERIC Educational Resources Information Center

Hobson, Andrew J.; Maxwell, Bronwen

2017-01-01

This paper reports an original examination of the well-being of early career secondary school teachers in England, which extends the evidence bases relating to early career teachers' working lives, teacher well-being, self-determination theory and performativity, respectively. Drawing on a secondary analysis of qualitative data generated for four…

Looking for Leadership: The Potential of Dialogic Reflexivity with Rural Early-Career Teachers

ERIC Educational Resources Information Center

Willis, Jill; Crosswell, Leanne; Morrison, Chad; Gibson, Andrew; Ryan, Mary

2017-01-01

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt…

Massey Award Given to Harvey Tananbaum

NASA Astrophysics Data System (ADS)

2010-06-01

Dr. Harvey Tananbaum, director of the Chandra X-ray Center, has been selected as the recipient of the 2010 Massey Award for his career accomplishments in high-energy astrophysics in space. The Massey Award is given by the Royal Society of London and the Committee of Space Research (COSPAR) in memory of Sir Harrie Massey, past Physical Secretary of the Society and member of the COSPAR Bureau. The prestigious award recognizes outstanding contributions to the development of space research in which a leadership role is of particular importance. Dr. Harvey Tananbaum began his career at American Science and Engineering and has been an astrophysicist at the Smithsonian Astrophysical Observatory since 1973. He was involved with pioneering X-ray astronomy missions including UHURU and the Einstein Observatory. Beginning in 1976, Dr. Tananbaum, along with Nobel Prize winner Dr. Riccardo Giacconi, led the team that proposed to NASA to study and design a large X-ray telescope. This project was launched 23 years later in 1999 as the Chandra X-ray Observatory, becoming NASA's flagship X-ray telescope. Dr. Tananbaum has served as the director of the Chandra X-ray Center since 1991. Dr. Tananbaum has received numerous awards from NASA as well as from other agencies and institutions, including the American Astronomical Society's Bruno Rossi Award in 2004 along with Chandra Project Scientist Martin Weisskopf. He is a fellow of the American Association for the Advancement of Science, and in 2005 was elected as a member of the United States National Academy of Science. The presentation of the Massey Award, along with the gold medal that accompanies it, will be made at the upcoming 2010 COSPAR meeting in Bremen, Germany in July. NASA's Marshall Space Flight Center in Huntsville, Ala., manages the Chandra program for NASA's Science Mission Directorate in Washington. The Smithsonian Astrophysical Observatory controls Chandra's science and flight operations from Cambridge, Mass. A complete

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

Charles L. Brewer Award for Distinguished Teaching of Psychology: Neil Lutsky

ERIC Educational Resources Information Center

American Psychologist, 2011

2011-01-01

The American Psychological Foundation (APF) Charles L. Brewer Award for Distinguished Teaching of Psychology recognizes an outstanding career contribution to the teaching of psychology. The 2011 recipient of the Distinguished Teaching Award is Neil Lutsky. Dorothy W. Cantor, president of the APF, will present the APF Distinguished Teaching Award…

Some reminiscences about my early career

NASA Astrophysics Data System (ADS)

Domb, Cyril

1990-09-01

The author recalls some of the highlights of his scientific career before he took up a professional appointment at King's College, London in 1954. The periods covered are: High School and undergraduate studies at Cambridge University 1932-1941; radar research for the British Admiralty 1941-1946; graduate studies at Cambridge University 1946-1949; post-doctoral research at the Clarendon Laboratory, Oxford University 1949-1952; faculty appointment at Cambridge University 1952-1954. A brief description is given of the personalities with whom the author was associated, the research problems in which he was involved, and of the early post world war 2 scientific conferences.

Faculty career flexibility: Why we need it and how best to achieve it

NASA Astrophysics Data System (ADS)

Quinn, Kate

2010-02-01

Research conducted over the last decade provides compelling evidence that higher education institutions have a strong business case for providing flexibility for their tenure-track and tenured faculty. Flexibility constitutes an effective tool for recruiting and retaining talented faculty. Career flexibility is especially critical to retaining some of the most qualified female PhDs in academic science, engineering, and mathematics. Acquiring the best talent is essential to an institution's ability to achieve excellence and maintain its competitive advantage in a global environment. In an effort to increase the flexibility of faculty careers, the American Council on Education partnered with the Alfred P. Sloan Foundation to create the Award for Faculty Career Flexibility. This presentation will address the origins of the award and share findings from the awards process. Fairly simple and cost effective strategies have been successful in accelerating the cultural change necessary to increase the flexibility of faculty careers. This presentation shares these strategies in addition to information about the types of policies and practices being adopted to support faculty work-life balance through career flexibility. )

Retaining early career registered nurses: a case study.

PubMed

Mills, Jane; Chamberlain-Salaun, Jennifer; Harrison, Helena; Yates, Karen; O'Shea, Andrea

2016-01-01

A core objective of the Australian health system is to provide high quality, safe health care that meets the needs of all Australians. To achieve this, an adequate and effective workforce must support the delivery of care. With rapidly changing health care systems and consumer demographics, demand for care is increasing and retention of sufficient numbers of skilled staff is now a critical priority to meet current and future health care demands. Nurses are the largest cohort of professionals within the health workforce. Reducing the rates at which nurses leave the profession and supporting nurses to practice in their profession longer will have beneficial implications for the sustainability of a nursing workforce and, ultimately, to patient outcomes. The aim of the study was to describe and explain early career registered nurses' (ECRNs) experiences and support requirements during the first five years of practice for the purposes of identifying strategies that would support greater retention of ECRNs. A single case study design focused on early career registered nurses (ECRNs) working in a hospital and health service in northern Australia. The research team adopted Djukic et al's definition of ECRNs as "RNs who have practiced for less than 5 years". Data was collected via three individual interviews and two focus groups. Thirty-five ECRNs participated in the study. Qualitative analysis of data generated during interviews and focus groups, identified the key themes of receiving career advice and choice or no choice . Analysis of study data in the context of the broader literature resulted in the researchers identifying six areas of focus for ECRN retention: 1) well-planned, supported and structured transition periods; 2) consideration of rotation through different areas with a six month minimum for skills development; 3) empowering decision making; 4) placement opportunities and choice in decisions of where to work; 5) career advice and support that considers ECRNs

Martin E. P. Seligman: 2006 award for distinguished scientific contributions.

PubMed

2006-11-01

Presents the citation for Martin E. P. Seligman, who received the Award for Distinguished Scientific Contributions "for a career spent charging creatively ahead of his field and then pulling his colleagues along." A brief profile and a selected bibliography, as well as the award address, Positive Psychotherapy, accompany the citation. ((c) 2006 APA, all rights reserved).

The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

ERIC Educational Resources Information Center

Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.

2018-01-01

To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…

Building Early Career Teacher Resilience: The Role of Relationships

ERIC Educational Resources Information Center

Le Cornu, Rosie

2013-01-01

There are serious concerns around the sustainability of teaching given the attrition rate of early career teachers. In Western countries we know that between 25% and 40% of beginning teachers are likely to leave the teaching profession in the first 5 years (Ewing & Smith, 2003; Day & Gu, 2010). Clearly, there is a need to better understand…

Strengthening the Teaching Self-Efficacy of Early Career Academics

ERIC Educational Resources Information Center

Hemmings, Brian Colin

2015-01-01

This article reports on a qualitative study exploring teaching self-efficacy (defined as a belief in capability to execute teaching-related tasks) in a higher education context. It is based on the views of 12 early career academics (ECAs) employed at Charles Sturt University who were interviewed to learn more about how their teaching self-efficacy…

The HIV and Drug Abuse Prevention Research Ethics Training Institute: Training Early-Career Scientists to Conduct Research on Research Ethics.

PubMed

Fisher, Celia B; Yuko, Elizabeth

2015-12-01

The responsible conduct of HIV/drug abuse prevention research requires investigators with both the knowledge of and ability to generate empirical data that can enhance global ethical practices and policies. This article describes a multidisciplinary program offering early-career professionals a 2-year intensive summer curriculum along with funding to conduct a mentored research study on a wide variety of HIV/drug abuse research ethics topics. Now in its fifth year, the program has admitted 29 trainees who have to date demonstrated increased knowledge of research ethics, produced 17 peer-reviewed publications, 46 professional presentations, and submitted or been awarded five related federal grants. The institute also hosts a global information platform providing general and HIV/drug abuse relevant research ethics educational and research resources that have had more than 38,800 unique visitors from more than 150 countries. © The Author(s) 2015.

AGU Student and Early Career Leadership

NASA Astrophysics Data System (ADS)

Dolan, A. M.; Tamalavage, A.; Crumsey, J.; Klima, K.; Lechner, H. N.; LLera, K.; Oaida, C.; Okoro, M. H.; Riker, J.; van Emmerik, T. H. M.; Enderlein, C.

2017-12-01

The American Geophysical Union (AGU) is the largest single organization dedicated to the advancement of geophysics in order to promote discovery in Earth and space science for the benefit of humanity. AGU unites scientists across disciplines by promoting collaborative advances in Earth, atmospheric, oceanic, hydrologic, space, and planetary sciences. One critical strand of AGU is the volunteer leaders who work together with AGU staff to ensure that the voice of the AGU membership is heard in all forms of decision making within the organization. Volunteer leaders include the president and president elect of individual Section and Focus groups, and importantly Student and Early Career (S/EC) representatives from across the AGU landscape. Here, we will describe the roles of past and current AGU S/EC leaders and how these roles have evolved from the onset of student and early career scientist representation on the AGU Council. We will also discuss current plans for solidifying the relationship between S/EC leaders and other S/EC volunteers within AGU (e.g. those who sit on the executive committees of Section or Focus groups). We will describe the process for becoming an AGU S/EC leader and the roles that current S/EC leaders fulfill on the AGU Council, the Board, the Council Leadership Team, and on various committees that enable decision making and progress within AGU (e.g. the Governance Committee, the Centennial Committee, and the Ethics Committee). Including S/EC volunteers within AGU leadership ensures that the organization indeed progresses forward to achieve the vision of AGU: to galvanize a community of Earth and space scientists that collaboratively advances and communicates science and its power to ensure a sustainable future.

Concerns of early career agricultural science teachers and the perceived effectiveness of educator preparation programs in addressing those concerns

NASA Astrophysics Data System (ADS)

Pearson, Camilla E.

Little is known about the concerns and needs of early career agricultural teachers associated with the various routes to certification and how these routes address those concerns. The purpose of this study is to determine how selected early career agriculture teachers perceive their teacher preparation program and how effective their programs were at addressing these concerns during their first year of teaching. The sample consisted of secondary agricultural teachers in Texas FFA Areas V and VI, who self-identified themselves as an early career agricultural teacher in their first 3 years of teaching. The first phase included a web-based survey administered to assess the concerns of early career agricultural teachers. Two Likert-type scales were used, and these were used to assess the perceived importance of problems faced by early career agricultural teachers and the frequency in which they encounter those problems. The second phase included a qualitative interview to better understand the perceived relationship between participants' undergraduate preparation, experiences in agriculture and related organizations, and other related activities in preparing them as agriculture science teachers. The teachers interviewed in this study indicated that overall, they were pleased with their preparation. Teacher educators from both programs should address the concerns presented from all teachers to further prepare them for issues faced by early career teachers because it is evident that these issues are not going away.

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

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 Future of Our Organizations: Students and Early Career Professionals

ERIC Educational Resources Information Center

Yakushko, Oksana; Wang, Sherry C.; Warrior, Anitra M.

2012-01-01

This response focuses on the significance of ethnic minority psychology organizations and other related membership structures to early career psychologists (ECPs) and counseling psychology students. We discuss not only reasons for why students and ECPs may not be joining professional organizations, but also strategies for recruiting, supporting,…

Managing the Process: The Intradepartmental Networks of Early-Career Academics

ERIC Educational Resources Information Center

Pifer, Meghan J.; Baker, Vicki L.

2013-01-01

This article relies on data from surveys and interviews to explore the networking behaviors and strategies of early-career faculty members within the contexts of their academic departments. Findings suggest that faculty members' approaches to interactions and relationships with colleagues may be conceptualized according to a continuum of…

Instructional Development for Early Career Academics: An Overview of Impact

ERIC Educational Resources Information Center

Stes, Ann; Van Petegem, Peter

2011-01-01

Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…

The Transition into the Workforce by Early-Career Geoscientists, a Preliminary Investigation

NASA Astrophysics Data System (ADS)

Wilson, C. E.; Keane, C.

2017-12-01

The American Geosciences Institute's Geoscience Student Exit Survey asks recent graduates about their immediate plans after graduation. Though some respondents indicate their employment or continuing education intention, many of the respondents are still in the process of looking for a job in the geosciences. Recent discussions about geoscience workforce development have focused on the critical technical and professional skills that graduates need to be successful in the workforce, but there is little data about employment success and skills development as early-career geoscientists. AGI developed a short preliminary survey to follow up with past participants in AGI's Exit Survey investigating their career path, their skills development after entering the workforce, and their opinions on skills and knowledge they wished they had prior to entering the workforce. The results from this survey will begin to indicate the occupation availability for early-career geoscientists, the continuing education completed by these recent graduates, and the possible attrition away from the geoscience workforce. This presentation presents the results from this short survey and the implications for further research in this area of workforce development and preparation.

Launching an Academic Career: On the Cutting Edge Resources for Geoscience Graduate Students, Post-doctoral Fellows, and Early Career Faculty

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Ormand, C. J.; MacDonald, H.; Dunbar, R. W.; Allen-King, R. M.; Manduca, C. A.

2010-12-01

Launching an academic career presents a number of challenges. A recent article in the Chronicle of Higher Education depicts academia as an “ivory sweatshop,” citing rising standards for tenure. Most graduate programs provide minimal training for life beyond graduate school. The professional development program “On the Cutting Edge” fills this gap by providing workshops and web resources on academic careers for graduate students, postdoctoral fellows, and early career faculty. These workshops and web resources address a wide range of topics related to teaching, research, and managing one’s career, tailored for each group. The Preparing for an Academic Career in the Geosciences workshop to help graduate students and postdoctoral fellows make the transition into an academic career has been offered annually since 2003. It provides a panel on academic careers in different institutional settings, sessions on research on learning, various teaching strategies, design of effective teaching activities, moving research forward to new settings, effective teaching and research statements, the job search process, negotiation, and presenting oneself to others. Complementary online resources (http://serc.carleton.edu/NAGTWorkshops/careerprep/index.html) focus on these topics. The workshops and web resources offer guidance for each step of the job search process, for developing and teaching one’s own courses, and for making the transition from being a research student to being in charge of a research program. Online resources also include case studies of successful dual career couples, documenting their job search strategies. A four-day workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career, offered annually since 1999, provides sessions on teaching strategies, course design, developing a strategic plan for research, supervising student researchers, navigating departmental and institutional politics, preparing for tenure, time 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…

Career in Feet-on Seismology

NASA Astrophysics Data System (ADS)

Van der Lee, S.

2011-12-01

My career award was for imaging the upper mantle beneath North America. The research proposed was timely because of Earthscope and novel because of the proposed simultaneous inversion of different types of seismic data as well as the inclusion of mineral physics data on the effects of volatiles on seismic properties of the mantle. This research has been challenging and fun and is still on-going. The educational component of my career award consists of feet-on and eyes-open learning of seismology through an educational kiosk and field trips to actual seismic stations. The kiosk and field station have both been growing over the years, as has the audience. I started with the field station in-doors, so it doubled as the kiosk along with a palmtop terminal. Groups of minority elementary school children would look at the mysterious hardware of the "field" station and then jump up and down so they could awe at the peaks in the graph on the palmtop screen that they created. This has evolved into a three-screen kiosk, of which one screen is a touch screen along with a demonstration seismometer. The field station is now in a goat shed near the epicenter of an actual 2010 earthquake inIllinois, which is soon to be replaced by a TA station of Earthscope. The audience has grown to entire grades of middle-school children and activities have evolved from jumping to team-experimentation and the derivation of amplitude-distance relationships following a collaborative curriculum. Addressing the questions in the session description: 1) Education is more fun and effective when one can work in a team with an enthusiastic educator. 2) My education activities are strongly related to my field of expertise but very loosely related to the research carried out with the career award. It appears that not the research outcomes are of interest to students, but instead the simplification and accessibility of the process of research that is of interest. 3) The education component of the career

Haneen Shalabi receives The Children’s Cancer Foundation Next Gen Award | Center for Cancer Research

Cancer.gov

Haneen Shalabi, D.O., a Physician in the Pediatric Oncology Branch, received the 2017 Next Gen Award from the Children’s Cancer Foundation, Inc (CCF). As the highest award CCF presents to individual researchers, the Next Gen Award recognizes young investigators who are committed to pursuing a long-term career in pediatric oncology research. Read more... 

Writing a Successful NIH Mentored Career Development Grant (K Award)

PubMed Central

Brock, Malcolm V.; Bouvet, Michael

2014-01-01

Surgery is a labor-intensive, time-consuming profession. Young faculty members in surgery are saddled with many clinical time constraints that often allow precious few moments for academic pursuits. Consequently, K award submissions from surgeons trail nonsurgeons. The National Institutes of Health (NIH), however, is actively trying to encourage participation of surgeons in basic science research, translational research, clinical outcomes research, and even in prevention/control research. But, at the same time, the NIH has newly implemented a policy that has made the grant review process more restrictive by only allowing 2 submissions of any grant application. It is imperative, therefore, for junior faculty surgeons to learn “grantsmanship” and have the ability to construct succinct, competitive K award grants. Although most of this information is public knowledge and made available by the NIH itself, many of the practical points presented here are tailored to the special needs of clinically active surgical researchers. Often, these “hints” are buried on expansive websites that require considerable time to read and navigate. The authors have a long combined experience on a study section dedicated to adjudicating K awards. The goal of this review is to present concise, useful information about common errors, research plan dos and don’ts, template examples of superior mentored letters, and many other suggestions that may assist any first-time candidate for these awards. PMID:20485135

Early Career Teacher Attrition: New Thoughts on an Intractable Problem

ERIC Educational Resources Information Center

Gallant, Andrea; Riley, Philip

2014-01-01

Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants'…

Building the Next Generation of Earth Scientists: the Deep Carbon Observatory Early Career Scientist Workshops

NASA Astrophysics Data System (ADS)

Pratt, K.; Fellowes, J.; Giovannelli, D.; Stagno, V.

2016-12-01

Building a network of collaborators and colleagues is a key professional development activity for early career scientists (ECS) dealing with a challenging job market. At large conferences, young scientists often focus on interacting with senior researchers, competing for a small number of positions in leading laboratories. However, building a strong, international network amongst their peers in related disciplines is often as valuable in the long run. The Deep Carbon Observatory (DCO) began funding a series of workshops in 2014 designed to connect early career researchers within its extensive network of multidisciplinary scientists. The workshops, by design, are by and for early career scientists, thus removing any element of competition and focusing on peer-to-peer networking, collaboration, and creativity. The successful workshops, organized by committees of early career deep carbon scientists, have nucleated a lively community of like-minded individuals from around the world. Indeed, the organizers themselves often benefit greatly from the leadership experience of pulling together an international workshop on budget and on deadline. We have found that a combination of presentations from all participants in classroom sessions, professional development training such as communication and data management, and field-based relationship building and networking is a recipe for success. Small groups within the DCO ECS network have formed; publishing papers together, forging new research directions, and planning novel and ambitious field campaigns. Many DCO ECS also have come together to convene sessions at major international conferences, including the AGU Fall Meeting. Most of all, there is a broad sense of camaraderie and accessibility within the DCO ECS Community, providing the foundation for a career in the new, international, and interdisciplinary field of deep carbon science.

Let's Go Toy Shopping! Exploring Early Anticipatory Socialization for Careers and Gender Expectations

ERIC Educational Resources Information Center

Jones-Bodie, Ashley

2016-01-01

Courses: Gender Communication, Communication and Careers, Organizational Communication. Objectives: At the end of the activity, students will be able: to identify and analyze the socialization of gender expectations, to recognize and describe how early this type of socialization can occur, to critique the early socialization of gendered career…

Facebook use among early-career veterinarians in Ontario, Canada (March to May 2010).

PubMed

Weijs, Cynthia A; Coe, Jason B; Christofides, Emily; Muise, Amy; Desmarais, Serge

2013-04-15

To explore the nature and content of information publicly posted to Facebook by early-career veterinarians. Cross-sectional descriptive study. Sample-352 early-career veterinarians. Publicly accessible Facebook profiles were searched online from March to May 2010 for profiles of early-career veterinarians (graduates from 2004 through 2009) registered with the College of Veterinarians of Ontario, Canada. The content of veterinarians' Facebook profiles was evaluated and then categorized as low, medium, or high exposure in terms of the information a veterinarian had publicly posted to Facebook. Through the use of content analysis, high-exposure profiles were further analyzed for publicly posted information that may have posed risks to an individual's or the profession's public image. Facebook profiles for 352 of 494 (71%) registered early-career veterinarians were located. One-quarter (25%) of profiles were categorized as low exposure (ie, high privacy), over half (54%) as medium exposure (i.e., medium privacy), and 21% as high exposure (i.e., low privacy). Content analysis of the high-exposure profiles identified publicly posted information that may pose risks to an individual's or the profession's reputation, including breaches of client confidentiality, evidence of substance abuse, and demeaning comments toward others. Almost a quarter of veterinarians' Facebook profiles viewed in the present study contained publicly available content of a questionable nature that could pose a risk to the reputation of the individual, his or her practice, or the veterinary profession. The increased use of Facebook and all types of social media points to the need for raised awareness by veterinarians of all ages of how to manage one's personal and professional identities online to minimize reputation risks for individuals and their practices and to protect the reputation and integrity of the veterinary profession.

The early career researcher's toolkit: translating tissue engineering, regenerative medicine and cell therapy products.

PubMed

Rafiq, Qasim A; Ortega, Ilida; Jenkins, Stuart I; Wilson, Samantha L; Patel, Asha K; Barnes, Amanda L; Adams, Christopher F; Delcassian, Derfogail; Smith, David

2015-11-01

Although the importance of translation for the development of tissue engineering, regenerative medicine and cell-based therapies is widely recognized, the process of translation is less well understood. This is particularly the case among some early career researchers who may not appreciate the intricacies of translational research or make decisions early in development which later hinders effective translation. Based on our own research and experiences as early career researchers involved in tissue engineering and regenerative medicine translation, we discuss common pitfalls associated with translational research, providing practical solutions and important considerations which will aid process and product development. Suggestions range from effective project management, consideration of key manufacturing, clinical and regulatory matters and means of exploiting research for successful commercialization.

A Pragmatic Approach to Getting Published: 35 Tips for Early Career Researchers

PubMed Central

Glover, Natasha M.; Antoniadi, Ioanna; George, Gavin M.; Götzenberger, Lars; Gutzat, Ruben; Koorem, Kadri; Liancourt, Pierre; Rutowicz, Kinga; Saharan, Krishna; You, Wanhui; Mayer, Philipp

2016-01-01

It is trite to say “publish or perish,” yet many early career researchers are often at a loss on how to best get their work published. With strong competition and many manuscripts submitted, it is difficult to convince editors and reviewers to opt for acceptance. A pragmatic approach to publishing may increase one's odds of success. Here, we – a group of postdocs in the field of plant science – present specific recommendations for early career scientists on advanced levels. We cannot provide a recipe-like set of instructions with success guaranteed, but we come from a broad background in plant science, with experience publishing in a number of journals of varying topics and impact factors. We provide tips, tricks, and tools for collaboration, journal selection, and achieving acceptance. PMID:27242817

Conceptualising Institutional Support for Early, Mid, and Later Career Teachers

ERIC Educational Resources Information Center

Fraser, Kym; Greenfield, Rosie; Pancini, Geri

2017-01-01

In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early…

Mentoring and the Career Satisfaction of Male and Female Academic Medical Faculty

PubMed Central

DeCastro, Rochelle; Griffith, Kent A.; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

2015-01-01

Purpose To explore aspects of mentoring that might influence medical faculty career satisfaction and to discover whether there are gender differences. Method In 2010–2011, the authors surveyed 1,708 clinician–researchers who received (in 2006–2009) National Institutes of Health K08 and K23 awards, which provided mentoring for career development. The authors compared, by gender, the development and nature of mentoring relationships, mentor characteristics, extent of mentoring in various mentor roles, and satisfaction with mentoring. They evaluated associations between mentoring and career satisfaction using multivariable linear regression analysis. Results The authors received 1,275 responses (75% response rate). Of these respondents, 1,227 (96%) were receiving K award support at the time and constituted the analytic sample. Many respondents had > 1 designated mentor (440/558 women, 79%; 410/668 men, 61%; P < .001). Few were dissatisfied with mentoring (122/1,220, 10.0%; no significant gender difference). Career dissatisfaction was generally low, but 289/553 women (52%) and 268/663 men (40%) were dissatisfied with work–life balance (P < .001). Time spent meeting or communicating with the mentor, mentor behaviors, mentor prestige, extent of mentoring in various roles, and collegiality of the mentoring relationship were significantly associated with career satisfaction. Mentor gender, gender concordance of the mentoring pair, and number of mentors were not significantly associated with satisfaction. Conclusions This study of junior faculty holding mentored career development awards showed strong associations between several aspects of mentoring and career satisfaction, indicating that those concerned about faculty attrition from academic medicine should consider mentor training and development. PMID:24362376

Mentoring and the career satisfaction of male and female academic medical faculty.

PubMed

DeCastro, Rochelle; Griffith, Kent A; Ubel, Peter A; Stewart, Abigail; Jagsi, Reshma

2014-02-01

To explore aspects of mentoring that might influence medical faculty career satisfaction and to discover whether there are gender differences. In 2010-2011, the authors surveyed 1,708 clinician-researchers who received (in 2006-2009) National Institutes of Health K08 and K23 awards, which provided mentoring for career development. The authors compared, by gender, the development and nature of mentoring relationships, mentor characteristics, extent of mentoring in various mentor roles, and satisfaction with mentoring. They evaluated associations between mentoring and career satisfaction using multivariable linear regression analysis. The authors received 1,275 responses (75% response rate). Of these respondents, 1,227 (96%) were receiving K award support at the time and constituted the analytic sample. Many respondents had > 1 designated mentor (440/558 women, 79%; 410/668 men, 61%; P < .001). Few were dissatisfied with mentoring (122/1,220, 10.0%; no significant gender difference). Career dissatisfaction was generally low, but 289/553 women (52%) and 268/663 men (40%) were dissatisfied with work-life balance (P < .001). Time spent meeting or communicating with the mentor, mentor behaviors, mentor prestige, extent of mentoring in various roles, and collegiality of the mentoring relationship were significantly associated with career satisfaction. Mentor gender, gender concordance of the mentoring pair, and number of mentors were not significantly associated with satisfaction. This study of junior faculty holding mentored career development awards showed strong associations between several aspects of mentoring and career satisfaction, indicating that those concerned about faculty attrition from academic medicine should consider mentor training and development.

Pathways to Success for Psychologists in Academic Health Centers: From Early Career to Emeritus

PubMed Central

Breland-Noble, Alfiee M.; King, Cheryl A.; Cubic, Barbara A.

2017-01-01

Careers in academic health centers (AHCs) come with a unique set of challenges and rewards. Building a stable and rewarding career as a psychologist in an AHC requires the efforts of a whole team of players and coaches. This paper outlines the characteristics of AHCs and the general skills psychologists need to thrive in this type of setting. Advice specific to each stage of career development (early, mid, and late) is offered, highlighting the themes of coaching and teamwork that are critical to success in an AHC. PMID:21132456

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…

Determining Discourses: Constraints and Resources Influencing Early Career Science Teachers

ERIC Educational Resources Information Center

Grindstaff, Kelly E.

2010-01-01

This study explores the thinking and practices of five early-career teachers of grades eight to ten science, in relation to their histories, schools, students, and larger cultural and political forces. All the teachers are young women, two in their fourth year of teaching, who teach together in an affluent suburb, along with one first-year…

Awards in Early Education, Childcare and Playwork: A Qualifications Framework for the Future. Insight.

ERIC Educational Resources Information Center

Martin, Carolyn; Wallace, Jennifer; Bell, Andrew

This study examined the extent to which existing awards and qualifications for the paraprofessional workforce in Scottish early education and care are appropriate to the needs of the sector as it responds to increasing regulation and concerns about quality. The study considered whether the qualifications provided a clear framework, how the…

Career Achievements of NSF Graduate Fellows: The Awardees of 1952-1972.

ERIC Educational Resources Information Center

Harmon, Lindsey R.

The National Science Foundation (NSF) Graduate Fellows of calendar years 1952-1972 were followed up in this study to determine their subsequent career achievements. Career achievements of these individuals are discussed in terms of the following criteria: doctorate attainment, postdoctoral fellowship awards, faculty membership, dissertation…

Perceptions of the Professional Development Value of Honorary Fellowship Award Experiences.

PubMed

Roberts, Laura Weiss; Kim, Jane Paik; Samuels, Craig; Winstead, Daniel

2016-10-01

Professional societies engage in activities with the aim of nurturing highly talented early career members of their field. Little is known about the value of honorary fellowship awards given annually by professional societies. Following up on the only known prior study of this topic, authors queried fellowship awardees in one psychiatric society to better understand the perceived value of honorary fellowships and other outcomes, such as subsequent involvement in professional societies. The authors queried former participants in the Laughlin and Psychiatry Resident-In-Training Examination® (PRITE®) Programs regarding their fellowship experiences and their subsequent involvement in The American College of Psychiatrists and other psychiatry membership organizations. The authors obtained frequency data and analyzed responses using t-tests and chi-squared tests. Associations between the outcomes and demographic characteristics such as age, gender, and fellowship type was tested. Responses were gathered from 143 individuals who had participated in the Laughlin Fellowship and 22 in the PRITE Fellowship. Respondents felt that that the fellowship experience had been helpful professionally. Laughlin fellows were older and more likely to have assumed a leadership role in professional organizations (60 % vs 36 %, p = 0.04). Laughlin fellows also more strongly endorsed professional recognition as a benefit at the time of receiving their award. Survey respondents reported increased participation in professional organizations and assumed leadership roles in The College and other professional organizations subsequent to the fellowship experience. On the whole, fellows were generally positive about their experiences. Many respondents became involved with The College subsequent to their fellowship, but a larger proportion became involved with other organizations, including in leadership roles. Professional societies with early career programs such as the Laughlin Fellowship

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

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

NASA Astrophysics Data System (ADS)

Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Early Environmental Field Research Career Exploration: An Analysis of Impacts on Precollege Apprentices

PubMed Central

Flowers, Susan K.; Beyer, Katherine M.; Pérez, Maria; Jeffe, Donna B.

2016-01-01

Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station–based research teams. In a longitudinal mixed-methods study grounded in social cognitive career theory, changes in youth perspectives were measured during program progression from 10th grade through college, evaluating the efficacy of encouraging career path entry. Results indicate SIFT provided self-knowledge and career perspectives more aligned with reality. During SIFT, differences were found between SIFT-only participants compared with those who progressed to TERF. Transition from educational activities to fieldwork with scientists was a pivotal moment at which data showed decreased or increased interest and confidence. Continuation to TERF provided deeper relationships with role models who gave essential early-career support. Our study indicates the two-stage apprenticeship structure influenced persistence in pursuit of an environmental research career pathway. Recommendations for other precollege environmental career–exploration programs are presented. PMID:27909017

Best Friends in Adolescence Show Similar Educational Careers in Early Adulthood

ERIC Educational Resources Information Center

Kiuru, Noona; Salmela-Aro, Katariina; Nurmi, Jari-Erik; Zettergren, Peter; Andersson, Hakan; Bergman, Lars

2012-01-01

The present study investigated the role of best friends in educational career development from adolescence to adulthood. Participants' (N=476) reciprocal best friendships were identified at age 15, while their educational attainment was investigated in early adulthood (age 26), their intelligence (IQ) at age 13, and parental education, educational…

Clinician-scientists in Canada: barriers to career entry and progress.

PubMed

Lander, Bryn; Hanley, Gillian E; Atkinson-Grosjean, Janet

2010-10-04

Clinician-scientists play an important role in translating between research and clinical practice. Significant concerns about a decline in their numbers have been raised. Potential barriers for career entry and progress are explored in this study. Case-study research methods were used to identify barriers perceived by clinician-scientists and their research teams in two Canadian laboratories. These perceptions were then compared against statistical analysis of data from Canadian Institutes of Health Research (CIHR) databases on grant and award performance of clinician-scientists and non-clinical PhDs for fiscal years 2000 to 2008. Three main barriers were identified through qualitative analysis: research training, research salaries, and research grants. We then looked for evidence of these barriers in the Canada-wide statistical dataset for our study period. Clinician-scientists had a small but statistically significant higher mean number of degrees (3.3) than non-clinical scientists (3.2), potentially confirming the perception of longer training times. But evidence of the other two barriers was equivocal. For example, while overall growth in salary awards was minimal, awards to clinician-scientists increased by 45% compared to 6.3% for non-clinical PhDs. Similarly, in terms of research funding, awards to clinician-scientists increased by more than 25% compared with 5% for non-clinical PhDs. However, clinician-scientist-led grants funded under CIHR's Clinical thematic area decreased significantly from 61% to 51% (p-value<0.001) suggesting that clinician-scientists may be shifting their attention to other research domains. While clinician-scientists continue to perceive barriers to career entry and progress, quantitative results suggest improvements over the last decade. Clinician-scientists are awarded an increasing proportion of CIHR research grants and salary awards. Given the translational importance of this group, however, it may be prudent to adopt specific

Elementary Career Education Guide, Volume 2: Career Awareness--Primary.

ERIC Educational Resources Information Center

Watertown Independent School District 1, SD.

Volume 2 of the six-volume articulated elementary education career guide deals with the career awareness level of career education and aims at developing student career identity. The lessons in the volume are divided and color-coded by grade level (early childhood, primary levels one, two, and three corresponding respectively with grades K-three,…

Presentation of the 2009 Morris F Collen Award to Betsy L Humphreys, with remarks from the recipient

PubMed Central

Ellison, Donald; Mitchell, Joyce

2010-01-01

The American College of Medical Informatics is an honorary society established to recognize those who have made sustained contributions to the field. Its highest award, for lifetime achievement and contributions to the discipline of medical informatics, is the Morris F Collen Award. Dr Collen's own efforts as a pioneer in the field stand out as the embodiment of creativity, intellectual rigor, perseverance, and personal integrity. The Collen Award, given once a year, honors an individual whose attainments have, throughout a whole career, substantially advanced the science and art of biomedical informatics. In 2009, the college was proud to present the Collen Award to Betsy Humphreys, MLS, deputy director of the National Library of Medicine. Ms Humphreys has dedicated her career to enabling more effective integration and exchange of electronic information. Her work has involved new knowledge sources and innovative strategies for advancing health data standards to accomplish these goals. Ms Humphreys becomes the first librarian to receive the Collen Award. Dr Collen, on the occasion of his 96th birthday, personally presented the award to Ms Humphreys. PMID:20595319

Clinician researcher career pathway for registered nurses and midwives: A proposal.

PubMed

Smith, Sheree; Gullick, Janice; Ballard, Jacqueline; Perry, Lin

2018-06-01

To consider clinician researcher career frameworks and propose a new pathway, integrating university and health service components to support research career progression within nursing and midwifery practice. Hospitals with research-active clinicians report fewer adverse events and better patient outcomes. Nursing clinician researcher career development is therefore an international priority, yet positions and expectations associated with this are not always well articulated, with nurses and midwives challenged to accommodate research and clinical careers. This discussion paper describes nurse/midwife clinician researcher career frameworks and a new pathway that aligns academic and nursing role descriptions. The new framework was informed by a brief literature search for international framework documents, three Australian state-based Nurses and Midwives Awards: the Australian Qualifications Framework, publically available University Academic (Research) Award schedules and academic staff descriptions, and state health department and health services publications. The implementation of research-based practice is a key element of nursing and midwifery roles and "advanced practice" position descriptions have well-defined research expectations. This paper considers structures to support their achievement. This paper provides a blueprint for clinician researcher career development. It elevates the research domain as an equal alongside clinical, managerial and educational clinical career development. © 2018 John Wiley & Sons Australia, Ltd.

Becoming a nurse: a meta-study of early professional socialization and career choice in nursing.

PubMed

Price, Sheri L

2009-01-01

This paper is a report of a meta-study of early professional socialization and career choice in nursing. The current and growing shortage of nurses is a global issue, and nursing recruitment and retention are recognized priorities internationally. The future of nursing will lie in the ability to recruit and retain the next generation to the profession. Studies were identified through a search of the CINAHL, PsycInfo, Sociological Abstracts, PubMed; Medline and Embase databases from 1990 to 2007. Studies were included if they gave insight into the experience of choosing nursing as a career, used qualitative methodology and methods, and were published in English. Analysis was undertaken using Paterson et al.'s framework for qualitative meta-synthesis. Ten primary studies were included in the review. Their methodologies included: ethnography (4); descriptive qualitative (3); grounded theory (2); and phenomenology (1). The location of the research was Canada (3), United Kingdom (2), United States of America (2), Australia (1), Japan (1) and Sweden (1). Three main themes were identified: influence of ideals; paradox of caring and role of others. Career choice and early professional socialization are influenced by multiple factors. In future recruitment and retention strategies to address the critical nursing shortage, it is important to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions. It is also necessary to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions.

Reaching their potential: Perceived impact of a collaborative academic-clinical partnership programme for early career nurses in New Zealand.

PubMed

McKillop, Ann; Doughty, Lesley; Atherfold, Cheryl; Shaw, Kathy

2016-01-01

The dynamic nature of healthcare ensures that early career nurses enter an uncertain and complex world of practice and consequently require support to develop their practice, build confidence and reach their potential. The New Zealand Nurse Entry to Practice programme for registered nurses in their first year of practice has been operating since 2005 to enable safe and confident practice, improve the quality of care, and positively impact on recruitment and retention. This academic and clinical programme was offered as a partnership between a university and a clinical provider with postgraduate academic credits gained. The aim of this study was to explore the perceived impact of postgraduate university education for early career nurses in one regional health area of New Zealand. Participants were registered nurses who had completed the early career nurse programme and their clinical preceptors. The research was conducted via an online survey of 248 nurses and three focus groups to explore how the programme was experienced and its impact on knowledge and practice. Early career nurses and their preceptors found that the programme enables improved knowledge and skills of patient assessment, application of critical thinking to clinical practice, perceived improvement in patient care delivery and outcomes, enhanced interprofessional communication and knowledge sharing, and had a positive impact on professional awareness and career planning. This clinical-academic partnership positively impacted on the clinical practice and transition experience of early career nurses and was closely aligned to an organization's strategic plan for nursing workforce development. Copyright © 2015 Elsevier Ltd. All rights reserved.

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…

Verbal abuse from nurse colleagues and work environment of early career registered nurses.

PubMed

Budin, Wendy C; Brewer, Carol S; Chao, Ying-Yu; Kovner, Christine

2013-09-01

This study examined relationships between verbal abuse from nurse colleagues and demographic characteristics, work attributes, and work attitudes of early career registered nurses (RNs). Data are from the fourth wave of a national panel survey of early career RNs begun in 2006. The final analytic sample included 1,407 RNs. Descriptive statistics were used to describe the sample, analysis of variance to compare means, and chi square to compare categorical variables. RNs reporting higher levels of verbal abuse from nurse colleagues were more likely to be unmarried, work in a hospital setting, or work in a non-magnet hospital. They also had lower job satisfaction, and less organizational commitment, autonomy, and intent to stay. Lastly, they perceived their work environments unfavorably. Data support the hypothesis that early career RNs are vulnerable to the effects of verbal abuse from nurse colleagues. Although more verbal abuse is seen in environments with unfavorable working conditions, and RNs working in such environments tend to have less favorable work attitudes, one cannot assume causality. It is unclear if poor working conditions create an environment where verbal abuse is tolerated or if verbal abuse creates an unfavorable work environment. There is a need to develop and test evidence-based interventions to deal with the problems inherent with verbal abuse from nurse colleagues. © 2013 Sigma Theta Tau International.

Perceptions of Early-Career School Music Teachers Regarding Their Preservice Preparation

ERIC Educational Resources Information Center

Legette, Roy M.

2013-01-01

The purpose of the present study was to examine the perceptions of early-career music teachers regarding their preservice music education program, with respect to its success in developing competencies needed to be effective in school music classrooms. An online survey was completed by 101 school music teachers designed to elicit responses related…

The Experiences of Early Career Teachers: New Initiatives and Old Problems

ERIC Educational Resources Information Center

Schuck, Sandy; Aubusson, Peter; Buchanan, John; Varadharajan, Meera; Burke, Paul F.

2018-01-01

The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in…

Award-Winning Faculty at a Faith-Based Institution

ERIC Educational Resources Information Center

Livingston, Jennifer; Jun, Alexander

2011-01-01

Exploring the development of excellent teachers could contribute to the revision of current practices in faculty recruitment, evaluation, workload expectations, and reward systems. This grounded theory study examined the professional careers of nine award-winning faculty members of a faith-based institution of higher education. The data, collected…

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

ERIC Educational Resources Information Center

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

Gold Medal Award for Life Achievement in the Application of Psychology: Edwin A. Fleishman

ERIC Educational Resources Information Center

American Psychologist, 2004

2004-01-01

The 2004 Gold Medal Award for Life Achievement in the Application of Psychology was awarded to Edwin A. Fleishman, for his significant contributions to the science and applications of psychology, which he has sustained over his remarkable career. He is cited for his research, which has had a profound influence on our understanding of human…

Outreach Opportunities for Early Career Scientists at the Phoenix ComiCon

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Walker, S. I.; Forrester, J. H.

2014-12-01

The Phoenix ComiCon (PCC) is a rapidly growing annual four-day pop culture event, featuring guests, costuming, exhibits, and discussion panels for popular sci-fi, fantasy, horror, and anime franchises. In 2013, PCC began experimenting with science discussion panels. The popularity of the science programming resulted in an expansion of the track for 2014, which Horodyskyj was responsible for coordinating. Thirty hours of programming were scheduled, including 25 discussion panels, NASA's FameLab, and a Mars room. Panelists included industry specialists, established scientists, STEM outreach enthusiasts, and early career scientists. The majority of the panelists were early career scientists recruited from planetary sciences and biology departments at ASU and UA. Panel topics included cosmology, biotechnology, artificial intelligence, space exploration, astrobiology, and the cross-linkages of each with pop culture. Formats consisted of Q&A, presentations, and interactive game shows. Although most panels were aimed at the general audience, some panels were more specialized. PCC 2014 attracted 77,818 attendees. The science programming received rave reviews from the audience, the PCC management, and the panelists themselves. Many panel rooms were filled to capacity and required crowd control to limit attendance. We observed the formation of science "groupies" who sought out the science panels exclusively and requested more information on other science public events in the Phoenix area. We distributed surveys to several select sessions to evaluate audience reasons for attending the science panels and their opinion of the scientists they observed. We will present the results of these surveys. As the PCC continues to grow at an exponential rate, the science programming will continue to expand. We will discuss ideas for continued expansion of the PCC science programming both to serve the public and as a unique public outreach opportunity for early career scientists.

Effectiveness of Higher Diploma Program for Early Career Academics in Ethiopia

ERIC Educational Resources Information Center

Gebru, Demewoz Admasu

2016-01-01

Unprecedented expansion of the public higher education sector in Ethiopia has brought about masses of early career academics (ECAs) to take up teaching and research in the sector. In recognition of a multitude of responsibilities and challenges these ECAs would face, a higher diploma program (HDP) was introduced in 2004 both for ECAs and senior…

Promoting Early Career Teacher Resilience: A Framework for Understanding and Acting

ERIC Educational Resources Information Center

Johnson, Bruce; Down, Barry; Le Cornu, Rosie; Peters, Judy; Sullivan, Anna; Pearce, Jane; Hunter, Janet

2014-01-01

In this paper, we undertake a brief review of the "conventional" research into the problems of early career teachers to create a juxtaposed position from which to launch an alternative approach based on resilience theory. We outline four reasons why a new contextualised, social theory of resilience has the potential to open up the field…

The Construction of Early Career Teachers' Identities: Coping or Managing?

ERIC Educational Resources Information Center

Hong, Ji; Day, Christopher; Greene, Barbara

2018-01-01

This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional identities and teach effectively in various school and policy contexts. Findings from three waves of…

Promoting Career Development and Life Design in the Early Years of a Person's Life

ERIC Educational Resources Information Center

Maree, Jacobus G.

2018-01-01

The article discusses the changing world of work and the attendant uncertainty and loss of work-life identity. Little research has been done on career development and life design in the early years of a person's life, especially in developing countries characterized by disadvantage. The underlying theoretical models of career development are…

Making a Career of It: The State of the States Report on Career Development in Early Care and Education (with Executive Summary).

ERIC Educational Resources Information Center

Morgan, Gwen; And Others

Noting that over 11 million children are involved in early care and education outside their homes, and that the quality of the services these children receive depends on the knowledge and skills of the people who care for and teach them, this report presents the results of the first national study of career development in early care and education.…

Pathways to Achievement: Career and Educational Aspirations and Expectations of Latina/o Immigrant Parents and Early Adolescents

ERIC Educational Resources Information Center

Chavira, Gabriela; Cooper, Catherine R.; Vasquez-Salgado, Yolanda

2016-01-01

Drawing on sociocultural and related theories, 4 questions examined career and educational aspirations and expectations among 24 immigrant Latina/o early adolescents and their parents as predictors of students' grades. First, adolescents' career aspirations and expectations were correlated, and both parents and adolescents held educational…

Career ladder program for registered nurses in ambulatory care.

PubMed

Nelson, Joan; Sassaman, Becky; Phillips, Alison

2008-01-01

RN ladder programs are designed to inspire and reward clinical excellence. Kaiser Permanente Colorado's (KPCO) career ladder program emerged as a result of a labor-management partnership. Career ladder point assignments are reflective of the organization's priorities and values. KPCO's career ladder point tool awards RNs for formal and continuing education, professional presentations, organizational experience and experience as an RN, certifications and active professional memberships, leadership activities, research and publications, and nursing-related volunteer work. Participation in the RN career ladder requires that the nurse achieve a self-determined, manager-approved, measurable goal that will improve patient care. Career ladder nurses at KPCO were significantly more involved in leadership and interdisciplinary activities, quality improvement projects, and preceptorship.

Supporting Young Writers with Award-Winning Books

ERIC Educational Resources Information Center

MacKay, Kathryn Lake; Ricks, Paul H.; Young, Terrell A.

2017-01-01

This article presents a way to use award-winning books as mentor texts for very young writers. Books were selected as mentor texts from the winners of the Australian Early Childhood Children's Book of the Year Award and the American Theodor Seuss Geisel Award. The authors explain the value of using award-winning texts in the classroom and describe…

ONF trainee awards contribute to capacity building in neurotrauma.

PubMed

Turner, Jane; Turner, Dan; Riopelle, Richard J; Bassett-Spiers, Kent; Kagan, Corinne

2008-03-01

Injury to the brain and spinal cord is one of the most catastrophic and costly occurrences in the Ontario health system. The objective of the present study was to evaluate the impact of past Ontario Neurotrauma Foundation (ONF) studentships and fellowships in terms of capacity building in the neurotrauma field in Ontario. An online, cross sectional survey amongst past recipients of studentships and fellowships that terminated prior to July 2005. Explicit data were collected on various aspects of career development including current activity, awards and publications. Thirty-six out of 42 (86%) eligible past trainees responded; 12 (33%) were Masters students, 12 (33%) were PhD students and 12 (33%) were Post-Doctoral students. A majority of the recipients (61%) are currently involved in neurotrauma-related activities (clinical, research and teaching) in more than 20% of their time, with no substantial differences between the degree groups. Half the recipients are currently involved in neurotrauma-related research in more than 20% of their time. The awardees published 1.5 peer-review manuscripts/person-year and received multiple awards. A high majority of our recipients (86%) feel that the ONF award had a substantial impact on their career. A high proportion of past award recipients remain involved in neurotrauma activities, especially in research. These results may lead to a cautious conclusion of the positive impact of the ONF studentships and fellowships on neurotrauma capacity building. These results should be considered in strategic planning of funding agencies similar to ONF.

Socialization to Student Affairs: Early Career Experiences Associated with Professional Identity Development

ERIC Educational Resources Information Center

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

2015-01-01

In this study, the authors propose and test a model of professional identity development among early career student affairs professionals. Using survey data from 173 new professionals (0-5 years of experience), factor analysis revealed 3 dimensions of professional identity: commitment, values congruence, and intellectual investment. Multivariate…

Effective Teaching Outcomes Associated with the Mentorship of Early Career Psychologists

ERIC Educational Resources Information Center

Troisi, Jordan D.; Leder, Sadie; Stiegler-Balfour, Jennifer J.; Fleck, Bethany K. B.; Good, Jessica J.

2015-01-01

To date, research has not examined the influence of mentorship on the teaching effectiveness of Early Career Psychologists (ECPs). We sought to fill this void by conducting a national survey of 122 ECPs assessing the presence or absence of three types of ECP mentors (i.e., in their department, in another department at their university, or another…

A Mentor Training Program Improves Mentoring Competency for Researchers Working with Early-Career Investigators from Underrepresented Backgrounds

ERIC Educational Resources Information Center

Johnson, Mallory O.; Gandhi, Monica

2015-01-01

Mentoring is increasingly recognized as a critical element in supporting successful careers in academic research in medicine and related disciplines, particularly for trainees and early career investigators from underrepresented backgrounds. Mentoring is often executed ad hoc; there are limited programs to train faculty to become more effective…

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

Mediators of Racial/Ethnic Disparities in Mentored K Award Receipt Among U.S. Medical School Graduates.

PubMed

Andriole, Dorothy A; Yan, Yan; Jeffe, Donna B

2017-10-01

Mentored K (K01/K08/K23) career development awards are positively associated with physicians' success as independent investigators; however, individuals in some racial/ethnic groups are less likely to receive this federal funding. The authors sought to identify variables that explain (mediate) the association between race/ethnicity and mentored K award receipt among U.S. Liaison Committee for Medical Education-accredited medical school graduates who planned research-related careers. The authors analyzed deidentified data from the Association of American Medical Colleges and the National Institutes of Health Information for Management, Planning, Analysis, and Coordination II grants database for a national cohort of 28,690 graduates from 1997-2004 who planned research-related careers, followed through August 2014. The authors examined 10 potential mediators (4 research activities, 2 academic performance measures, medical school research intensity, degree program, debt, and specialty) of the association between race/ethnicity and mentored K award receipt in models comparing underrepresented minorities in medicine (URM) and non-URM graduates. Among 27,521 graduates with complete data (95.9% of study-eligible graduates), 1,147 (4.2%) received mentored K awards (79/3,341 [2.4%] URM; 1,068/24,180 [4.4%] non-URM). All variables except debt were significant mediators; together they explained 96.2% (95%, CI 79.1%-100%) of the association between race/ethnicity and mentored K award. Research-related activities during/after medical school and standardized academic measures largely explained the association between race/ethnicity and mentored K award in this national cohort. Interventions targeting these mediators could mitigate racial/ethnic disparities in the federally funded physician-scientist research workforce.

Helping Doctoral Students Teach: Transitioning to Early Career Academia through Cognitive Apprenticeship

ERIC Educational Resources Information Center

Greer, Dominique A.; Cathcart, Abby; Neale, Larry

2016-01-01

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching…

Personal Reflection: Rough Seas to Calmer Waters: The Journey of an Early Career Academic

ERIC Educational Resources Information Center

Kruger, Mellissa L.

2012-01-01

As an early career academic I have had the opportunity to reflect on my early experiences in academia. This paper is a reflection on my journey through rough seas to calmer waters. This paper describes an uneasy voyage of experience, from confident practitioner to uncertain academic. Helping to steer me through uncharted waters on the high seas of…

An Examination of the Relationship between Supervision and Self-Efficacy in Early Career School Psychologists, School Psychology Interns, and Practicum Students

ERIC Educational Resources Information Center

Kaas, Felicia M.

2017-01-01

The purpose of this study is to explore the relationship between self-efficacy and supervision in early career school psychologists and school psychology graduate students who are currently completing either their practicum or internship experiences. The sample consisted of practicing early career school psychologists (ECPs) and school psychology…

76 FR 53563 - Applications for New Awards; Race to the Top-Early Learning Challenge

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-26

... of early education interventions on cognitive and social development. Teachers College Record, 112(3... support they need to enter kindergarten ready to succeed. Just as career and college readiness were at the... and family supports are thus critical, and health and family engagement are key elements in high...

Clinician-Scientists in Canada: Barriers to Career Entry and Progress

PubMed Central

Lander, Bryn; Hanley, Gillian E.; Atkinson-Grosjean, Janet

2010-01-01

Background Clinician-scientists play an important role in translating between research and clinical practice. Significant concerns about a decline in their numbers have been raised. Potential barriers for career entry and progress are explored in this study. Methods Case-study research methods were used to identify barriers perceived by clinician-scientists and their research teams in two Canadian laboratories. These perceptions were then compared against statistical analysis of data from Canadian Institutes of Health Research (CIHR) databases on grant and award performance of clinician-scientists and non-clinical PhDs for fiscal years 2000 to 2008. Results Three main barriers were identified through qualitative analysis: research training, research salaries, and research grants. We then looked for evidence of these barriers in the Canada-wide statistical dataset for our study period. Clinician-scientists had a small but statistically significant higher mean number of degrees (3.3) than non-clinical scientists (3.2), potentially confirming the perception of longer training times. But evidence of the other two barriers was equivocal. For example, while overall growth in salary awards was minimal, awards to clinician-scientists increased by 45% compared to 6.3% for non-clinical PhDs. Similarly, in terms of research funding, awards to clinician-scientists increased by more than 25% compared with 5% for non-clinical PhDs. However, clinician-scientist-led grants funded under CIHR's Clinical thematic area decreased significantly from 61% to 51% (p-value<0.001) suggesting that clinician-scientists may be shifting their attention to other research domains. Conclusion While clinician-scientists continue to perceive barriers to career entry and progress, quantitative results suggest improvements over the last decade. Clinician-scientists are awarded an increasing proportion of CIHR research grants and salary awards. Given the translational importance of this group, however

Building an early career network through outreach projects: The "mon océan & moi" example

NASA Astrophysics Data System (ADS)

Barbieux, M.; Scheurle, C.; Ardyna, M.; Harmel, T.; Ferraris, M.; Jessin, T.; Lacour, L.; Mayot, N.; Organelli, E.; Pasqueron De Fommervault, O.; Penkerc'h, C.; Poteau, A.; Uitz, J.; Ramondec, S.; Sauzède, R.; Velluci, V.; Claustre, H.

2016-02-01

The ocean plays an important role in the global processes of our planet, from climate change to sea level rise, uptake of carbon dioxide to fisheries stocks. In addition, its scientific importance, extraordinary beauty and public fascination provide perfect ingredients for both education and public outreach. Four years ago, after the launch of the "mon océan & moi" outreach project, an early career network (Ph.D. students and postdocs) has been formed to "promote collaborations/exchanges between the scientific and educational worlds in order to co-elaborate a teaching method for raising the awareness of school children on marine environments". Scientists are pursuing new research yielding improved knowledge and new documentation resources. However, they lack the communication skills to make the subject accessible to the general public. On the other hand, teachers must be informed of recent discoveries and of new resources for educational purposes. To fill this gap, the early career scientists developed, in collaboration with a school authority and an experienced science communicators team, both a trail education program tested directly in middle and high schools and innovative supporting material (i.e., animations, educative video clips and experiments, interactive maps and quizzes). Here we outline a set of guidelines as to how to improve science outreach across a variety of disciplines (e.g., science, technology, engineering) and how this may impact the experience of early career scientists. These tips will be useful for other early career scientists and science outreach projects, large or small, regional, national or international. Such novel outreach initiatives will help educate current and next generations about the importance of ocean environments and the relevance of ocean sciences for the society, and may serve as an example of teamwork for other young scientists.

Preparedness to Teach: Experiences of the University of Ibadan Early Career Academics

ERIC Educational Resources Information Center

Udegbe, I. Bola

2016-01-01

This research examined the experiences of early career academics (ECAs) in terms of their preparedness to teach. Using a survey design involving 104 ECAs in a large Nigeria university, quantitative and qualitative data were obtained to address the research questions raised. Findings showed that (1) prior experience and training impacted on…

Knowledge seeking behaviours of pre interns and early career doctors in Sri Lanka: a cross sectional study.

PubMed

Rodrigo, Chaturaka; Maduranga, Sachith; Withana, Milinda; Fernando, Deepika; Rajapakse, Senaka

2015-10-27

Use of reference sources for medical knowledge has changed dramatically over the last two decades with the introduction of online sources of information. This study analyses the medical knowledge seeking behaviours of pre interns and early career doctors in Sri Lanka. This cross sectional survey with a convenience sample was conducted at two sites targeting two groups; pre-intern doctors graduated from the Faculty of Medicine, University of Colombo and early career doctors following a postgraduate course at the National Hospital of Sri Lanka. The data collection tool was an online self-administered questionnaire (paper based questionnaires used on request) that probed the patterns of using reference sources for medical knowledge. The respondents comprised of 52 pre-interns and 34 early career doctors. A majority (98 %) had internet access. Early career doctors preferred online resources significantly more than the pre-interns. However, the utilization of online resources for evidence synthesis and planning research was unsatisfactory in both groups. A significant proportion (35 %) responded that they had never read a systematic review. Only one person in the entire sample had co-authored a review article. The use of online resources by participants seems to be satisfactory with a majority shifting to reliable online resources as a reference point for medical knowledge. However, a closer look at the usage patterns reveal that online resources that can be used for more innovative tasks such as evidence synthesis are grossly under-utilized.

The Y.E.S. Network: An IYPE legacy for engaging future generations of early-career geoscientists

NASA Astrophysics Data System (ADS)

Gonzales, L. M.; Govoni, D.; Micucci, L.; Gaines, S. M.; Venus, J.; Meng, W.

2009-12-01

The Y.E.S. Network, an association of early-career geoscientists who represent professional societies, geoscience companies, and geoscience departments from across the world, was formed as a direct result of the International Year of Planet Earth (IYPE). Currently the Y.E.S. Network has representatives in thirty-five countries from six continents. The goal of the network is to engage early-career representatives from geological associations and institutions, policy-makers, and delegates from administrative bodies to establish a worldwide network of future leaders, policy-makers and geoscientists who will work collaboratively to address the scientific challenges future generations will face. To this end, the Y.E.S. Network, in collaboration with IYPE and with the patronage of UNESCO, organized the first international Y.E.S. Congress which was hosted by the China University of Geosciences in Beijing. The conference focused on scientific and career challenges faced by early-career geoscientists, with a particular emphasis on how the Y.E.S. Network can work collaborative and internationally towards solving these challenges and furthering the IYPE motto of “Earth Sciences for Society”. The conference focused on the ten major themes of the IYPE (e.g. health, climate, groundwater, ocean, soils, deep earth, megacities, hazards, resources, and life) at its poster and oral sessions. Roundtable symposia engaged senior and early-career geoscientists via presentations, panel discussions, and working group sessions where strategies related to scientific challenges (i.e. climate change in the polar regions, natural hazards, natural resource sustainability) and academic and career pathway challenges (i.e. academic-industry linkages, gender parity in the geosciences, geoscience education sustainability, and international licensure issues) were developed. These strategies were then tasked to the Y.E.S. Network for further development and implementation. Future Y.E.S. Network

77 FR 58359 - Applications for New Awards; Race to the Top-Early Learning Challenge; Phase 2

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-20

... amended by section 1832(b) of Division B of Pub. L. 112-10, the Department of Defense and Full-Year... DEPARTMENT OF EDUCATION DEPARTMENT OF HEALTH AND HUMAN SERVICES Applications for New Awards; Race to the Top--Early Learning Challenge; Phase 2 AGENCY: Department of Education and Department of...

Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators

PubMed Central

Robinson, Georgeanna F.W.B.; Schwartz, Lisa S.; DiMeglio, Linda A.; Ahluwalia, Jasjit S.; Gabrilove, Janice L.

2015-01-01

Purpose To understand the factors that facilitate career success for career development awardees in clinical and translational science and to reconceptualize understanding of career success for this population. Method In 2013–2014, the authors conducted semi-structured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators’ transition to independent funding. Interviews were recorded and transcribed and the transcripts analyzed thematically. Results Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included: networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included: appropriate mentorship, protected research time, and institutional resources and support. Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included: improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgement of successes. Conclusions Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator. PMID:26509600

Understanding Career Success and Its Contributing Factors for Clinical and Translational Investigators.

PubMed

Robinson, Georgeanna F W B; Schwartz, Lisa S; DiMeglio, Linda A; Ahluwalia, Jasjit S; Gabrilove, Janice L

2016-04-01

To understand the factors that facilitate career success for career development awardees in clinical and translational science and reconceptualize understand ing of career success for this population. In 2013-2014, the authors conducted semistructured interviews with former NIH KL2 or K12 scholars from nine Clinical and Translational Science Award-funded institutions. Participants either had or had not secured independent funding at least two years after the end of their last K award. Questions covered the factors that facilitate or hinder junior investigators' transition to independent funding. Interviews were recorded and transcribed, and the transcripts were analyzed thematically. Forty individuals participated, with equal representation by men and women and by independently and not independently funded investigators. Personal factors that facilitated success included networks, persistence and resilience, initiative, autonomy, and personal and professional balance. Organizational factors included appropriate mentorship, protected research time, and institutional resources and support.Even independently funded participants described challenges regarding career direction. Five participants without independent funding modeled a broad spectrum of successful career paths, having assumed leadership positions not reliant on grant funding. Alternative definitions of career success included improving public health, enjoying work, seeing mentees succeed, and receiving external acknowledgment of successes. Awareness of the factors that facilitate or hinder career success can help junior faculty, mentors, and institutional leaders support career development in clinical and translational science. New definitions of career success are needed, as are career paths for faculty who want to engage in research in roles other than principal investigator.

FINAL REPORT. DOE Grant Award Number DE-SC0004062

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

Chiesa, Luisa

With the support of the DOE-OFES Early Career Award and the Tufts startup support the PI has developed experimental and analytical expertise on the electromechanical characterization of Low Temperature Superconductor (LTS) and High Temperature Superconductor (HTS) for high magnetic field applications. These superconducting wires and cables are used in fusion and high-energy physics magnet applications. In a short period of time, the PI has built a laboratory and research group with unique capabilities that include both experimental and numerical modeling effort to improve the design and performance of superconducting cables and magnets. All the projects in the PI’s laboratory exploremore » the fundamental electromechanical behavior of superconductors but the types of materials, geometries and operating conditions are chosen to be directly relevant to real machines, in particular fusion machines like ITER.« less

Research project management 101: insiders' tips from Early Career Scientists

NASA Astrophysics Data System (ADS)

Cristini, Luisa; Pabortsava, Katsiaryna; Stichel, Torben

2016-04-01

From the very beginning of their career, it is important for Early Career Scientists (ECS) to develop project management skills to be able to organise their research efficiently. ECS are often in charge of specific tasks within their projects or for their teams. However, without specific training or tools, the successful completion of these assignments will depend entirely on the organisational skills of individual researchers. ECS are thus facing "sink-or-swim" situations, which can be either instructive or disastrous for their projects. Here we provide experience-based tips from fellow ECS that can help manage various project activities, including: 1. Communication with supervisors and peers 2. Lab management 3. Field trips (e.g., oceanographic campaigns) 4. Internships and collaborations with other institutions 5. Literature/background research 6. Conference convening These are potential "life buoys" for ECS, which will help them to carry out these tasks efficiently and successfully.

Early Career Teachers, Mathematics and Technology: Device Conflict and Emerging Mathematical Knowledge

ERIC Educational Resources Information Center

Attard, Catherine; Orlando, Joanne

2014-01-01

Information and communication technologies (ICT) are positioned in policy/syllabus documents as an essential resource in the teaching of mathematics. Given their youth and lifelong experience with technology, early career teachers (ECTs) are expected to excel in their use of ICT; however, we are not clear on the viability of these expectations and…

Encouraging entrepreneurship in university labs: Research activities, research outputs, and early doctorate careers

PubMed Central

2017-01-01

This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discourage entrepreneurship, from approximately 3% in engineering to approximately 12% in the life sciences. Within fields, there is no difference between labs that encourage entrepreneurship and those that do not with respect to basic research activity and the number of publications. At the same time, labs that encourage entrepreneurship are significantly more likely to report invention disclosures, particularly in engineering where such labs are 41% more likely to disclose inventions. With respect to career pathways, PhDs students in labs that encourage entrepreneurship do not differ from other PhDs in their interest in academic careers, but they are 87% more likely to be interested in careers in entrepreneurship and 44% more likely to work in a startup after graduation. These results persist even when accounting for individuals’ pre-PhD interest in entrepreneurship and the encouragement of other non-academic industry careers. PMID:28178270

Encouraging entrepreneurship in university labs: Research activities, research outputs, and early doctorate careers.

PubMed

Roach, Michael

2017-01-01

This paper investigates how the encouragement of entrepreneurship within university research labs relates with research activities, research outputs, and early doctorate careers. Utilizing a panel survey of 6,840 science & engineering doctoral students at 39 R1 research universities, this study shows that entrepreneurship is widely encouraged across university research labs, ranging from 54% in biomedical engineering to 18% in particle physics, while only a small share of labs openly discourage entrepreneurship, from approximately 3% in engineering to approximately 12% in the life sciences. Within fields, there is no difference between labs that encourage entrepreneurship and those that do not with respect to basic research activity and the number of publications. At the same time, labs that encourage entrepreneurship are significantly more likely to report invention disclosures, particularly in engineering where such labs are 41% more likely to disclose inventions. With respect to career pathways, PhDs students in labs that encourage entrepreneurship do not differ from other PhDs in their interest in academic careers, but they are 87% more likely to be interested in careers in entrepreneurship and 44% more likely to work in a startup after graduation. These results persist even when accounting for individuals' pre-PhD interest in entrepreneurship and the encouragement of other non-academic industry careers.

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,…

Major Greenwood's early career and the first departments of medical statistics.

PubMed

Farewell, Vern; Johnson, Tony

2014-06-15

Major Greenwood was the foremost medical statistician of the first half of the 20th century in the UK and is often credited with founding the first department of medical statistics at the Lister Institute in London in 1910. Here, we examine in detail his career prior to this appointment, including his association with Karl Pearson. We also examine the remit of the Department of Medical Statistics at the London Hospital of which he was the founding Director in 1908, some 2 years earlier than his appointment at the Lister Institute. Supporting information consisting of further details about Major Greenwood's early career, biographical articles and obituaries for him, and a list of his publications to 1910 by year, is also provided. © 2014 The Authors. Statistics in Medicine published by John Wiley & Sons, Ltd.

Strengthening Career and Technical Education and 21st Century Skills in Philadelphia

ERIC Educational Resources Information Center

Philadelphia Youth Network, 2009

2009-01-01

In Spring 2007, the John S. and James L. Knight Foundation awarded funds to the Philadelphia Youth Network (PYN) to undertake an analysis of Career and Technical Education (CTE) in Philadelphia, and to make recommendations on how CTE and other forms of career-connected education could better align with Philadelphia standards for college and career…

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.

Early-career registered nurses' participation in hospital quality improvement activities.

PubMed

Djukic, Maja; Kovner, Christine T; Brewer, Carol S; Fatehi, Farida K; Bernstein, Ilya

2013-01-01

We surveyed 2 cohorts of early-career registered nurses from 15 states in the US, 2 years apart, to compare their reported participation in hospital quality improvement (QI) activities. We anticipated differences between the 2 cohorts because of the growth of several initiatives for engaging nurses in QI. There were no differences between the 2 cohorts across 14 measured activities, except for their reported use of appropriate strategies to improve hand-washing compliance to reduce nosocomial infection rates.

Developing Identity and Agency as an Early Career Academic: Lessons from Alice

ERIC Educational Resources Information Center

Monk, Sue; McKay, Loraine

2017-01-01

This paper draws on Lewis Carroll's character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice's pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal…

Life Expectancy Can Explain the Precocity-Longevity Hypothesis Association of Early Career Success and Early Death.

PubMed

McCann, Stewart J H

2015-01-01

The precocity-longevity hypothesis that those who reach career milestones earlier in life have shorter life spans was tested with the 430 men elected to serve in the House of Representatives for the 71st U.S. Congress in 1929-1930 who were alive throughout 1930. There was no tendency for those first serving at an earlier age to die sooner or those serving first at a later age to die later than expected based on individual life expectancy in 1930. Although age at first serving was correlated with death age, the correlation was not significant when expected death age was controlled. The results cast serious doubt on the contention of the precocity-longevity hypothesis that the developmental aspects of the prerequisites, concomitants, and consequences of early career achievement peaks actively enhance the conditions for an earlier death.

Thoughts of Modern Women in Physics

ERIC Educational Resources Information Center

Ainsbury, Liz; Heaney, Libby; Hodges, Vicki; Harkness, Laura; Russell, Laura

2011-01-01

In 2007, the Women in Physics Group of the Institute of Physics initiated the Very Early Career Woman Physicist of the Year Award. The award seeks to recognise the outstanding achievements of women physicists who are embarking on a career in physics and to promote the career opportunities open to people with physics qualifications. The prize is…

Supporting Data-Informed Practice among Early Career Teachers: The Role of Mentors

ERIC Educational Resources Information Center

Jimerson, Jo Beth; Choate, Marnie R.; Dietz, Laurel K.

2015-01-01

Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not. To address this gap, we…

The Impact of Communities of Practice in Support of Early-Career Academics

ERIC Educational Resources Information Center

Cox, Milton D.

2013-01-01

This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at…

Survey of faculty educator development award recipients.

PubMed

Aziz, Shahid R; Ziccardi, Vincent B

2011-01-01

Since 2002, the American Association of Oral and Maxillofacial Surgeons and the Oral and Maxillofacial Surgery Foundation have annually awarded the Faculty Educator Development Award (FEDA) to select junior full-time oral and maxillofacial surgery faculty. To date, 33 individuals have received this award. The purpose of this study was to evaluate the FEDA's impact on the recipients' career and assess the FEDA's strengths and weaknesses from the perspective of the recipients. A complete list of FEDA recipients was obtained from the American Association of Oral and Maxillofacial Surgeons, to whom a 19-question survey was electronically mailed for completion. Twenty-two of the 33 surveys were completed and returned. Strengths of the FEDA included encouraging faculty recruitment and retention and financial support. Weaknesses included unknown selection criteria for the FEDA, unknown FEDA selection committee, and that the financial component of the award was available for only 3 of the 6 years of the FEDA requirement. Although there are some weaknesses in the FEDA, it is the only award of its kind available to the specialty of oral and maxillofacial surgery. As such, consideration should be given to expanding the number of awards given and increasing the amount of the award. In addition, academic oral and maxillofacial surgery needs to improve its recruitment and retention of junior surgical faculty to ensure the continued viability of the specialty and training programs. Suggestions for improvement are discussed. Copyright © 2011 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Early Career Experiences of Pediatricians Pursuing or Not Pursuing Fellowship Training.

PubMed

Byrne, Bobbi J; Katakam, Shesha K; Frintner, Mary Pat; Cull, William L

2015-10-01

Choosing career paths can be difficult decisions for residents contemplating fellowship training. This study compares the experiences of early career pediatricians who did and did not pursue fellowships. We analyzed national, weighted data from pediatricians 8 to 10 years after residency (n = 842). Work environment, work-life balance, and satisfaction were compared for pediatricians who had pursued fellowship training (fellowship trained) and those who did not pursue fellowship training (generalist trained). Logistic and linear regression examined the independent effects of fellowship training while controlling for demographic differences. A total of 39% of the pediatricians (328/842) pursued fellowship training. The fellowship-trained group was less likely than the generalist-trained group to spend time in direct patient care and more likely to report learning opportunities in their work environment. This group was also more likely to report an income of ≥$150,000, although no difference was found when only full-time pediatricians were examined. Generalist-trained pediatricians were more likely to work <50 hours per week, have flexibility with their schedules, and be satisfied with time spent with their own children. Pediatricians in both the fellowship-trained and generalist-trained groups generally found their work to be rewarding and were satisfied with their lives. Although residents need to consider important life and career differences when contemplating fellowship training and general care, pediatricians in both groups can achieve overall life and career satisfaction. Copyright © 2015 by the American Academy of Pediatrics.

A randomized trial of fellowships for early career researchers finds a high reliability in funding decisions.

PubMed

Clarke, Philip; Herbert, Danielle; Graves, Nick; Barnett, Adrian G

2016-01-01

Funding for early career researchers in Australia's largest medical research funding scheme is determined by a competitive peer-review process using a panel of four reviewers. The purpose of this experiment was to appraise the reliability of funding by duplicating applications that were considered by separate grant review panels. Sixty duplicate applications were considered by two independent grant review panels that were awarding funding for Australia's National Health and Medical Research Council. Panel members were blinded to which applications were included in the experiment and to whether it was the original or duplicate application. Scores were compared across panels using Bland-Altman plots to determine measures of agreement, including whether agreement would have impacted on actual funding. Twenty-three percent of the applicants were funded by both panels and 60 percent were not funded by both, giving an overall agreement of 83 percent [95% confidence interval (CI): 73%, 92%]. The chance-adjusted agreement was 0.75 (95% CI: 0.58, 0.92). There was a comparatively high level of agreement when compared with other types of funding schemes. Further experimental research could be used to determine if this higher agreement is due to nature of the application, the composition of the assessment panel, or the characteristics of the applicants. Copyright © 2016 Elsevier Inc. All rights reserved.

Case Study of Tenure-Track Early Career Faculty in a College of Education

ERIC Educational Resources Information Center

Esping, Gretchen Revay

2010-01-01

This dissertation examines an understudied group according to the American Council on Education: the tenure-track early career faculty (ECF). The focus is on the culturalization, socialization, academic culture, and emergent themes discerned from ten semi-structured interviews with tenure-track ECF. This qualitative bounded system case study…

Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors

ERIC Educational Resources Information Center

Luke, Melissa; Goodrich, Kristopher M.

2010-01-01

As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as…

Work Values, Early Career Difficulties, and the U.S. Economic Recession

PubMed Central

Johnson, Monica Kirkpatrick; Sage, Rayna Amber; Mortimer, Jeylan T.

2012-01-01

We examine how work difficulties in the early career, and the generally deteriorating work conditions associated with the recent U.S. economic recession, shape individuals’ work values. Drawing on panel data from the Youth Development Study, we test whether individuals change their work values in response to concerns about satisfying material needs or the features of jobs that they are able to attain. Results indicate that extrinsic values are weakened in the face of unemployment, as well as reduced job security, income, and advancement. These patterns support a reinforcement and accentuation model in which workers adjust their values to emphasize what they actually obtain from the job. Intrinsic values are weakened by working in a job unrelated to one’s career plans; they are reinforced by the experience of greater intrinsic rewards and advancement opportunities. PMID:23503050

Career Choice Status among Undergraduates and the Influence of Career Management Competencies and Perceived Employability

ERIC Educational Resources Information Center

Jackson, Denise; Wilton, Nicholas

2017-01-01

This study examines the influence of career management competencies and perceived employability on career choice status (CCS) among undergraduates. Making informed and appropriate career choices is positively linked with well-being, work performance and academic and career success. Early career decision-making is now critical if students wish to…

Third Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Third Annual David Derse Memorial Lecture and Award presentation was held on Nov. 18 at NCI at Frederick to honor the outstanding research accomplishments of David Derse, Ph.D., and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career.

A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics

ERIC Educational Resources Information Center

Reddy, Sarasvathie; Searle, Ruth L.; Shawa, Lester B.; Teferra, Damtew

2016-01-01

This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on…

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.

Lohman Receives 2013 Geodesy Section Award: Response

NASA Astrophysics Data System (ADS)

Lohman, Rowena B.

2014-09-01

I am very honored to be this year's recipient of the AGU Geodesy Section Award. I was fortunate to begin my academic career at a time when there was an explosion of new data types and computational resources. I have been very pleased to watch this trend continue, with the ongoing support of new InSAR missions worldwide and renewed interest in the democratization of access to this data.

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program.

PubMed

Beech, Bettina M; Bruce, Marino A; Thorpe, Roland J; Heitman, Elizabeth; Griffith, Derek M; Norris, Keith C

2018-01-01

Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs).

Charles L. Brewer award for distinguished teaching of psychology.

PubMed

2012-01-01

The American Psychological Foundation (APF) Charles L. Brewer Award for Distinguished Teaching of Psychology recognizes an outstanding career contribution to the teaching of psychology. The 2012 recipient of the Charles L. Brewer Award for Distinguished Teaching of Psychology is Richard L. Miller. Dorothy W. Cantor, president of the APF, will present the APF Gold Medal Awards at the 120th Annual Convention of the American Psychological Association on August 3, 2012, at 4:00 p.m. Members of the 2012 APF Board of Trustees are Dorothy W. Cantor, president; Charles L. Brewer, vice president/secretary; Gerald Koocher, treasurer; Elisabeth R. Straus, executive vice president/executive director; Norman Anderson; Brian N. Baird; David H. Barlow; Camilla Benbow; Sharon Stephens Brehm; Connie Chan; William Howell; Anthony Jackson; Ronald F. Levant; Aurelio Prifitera; Sandra Shullman; Archie L. Turner; and Kurt Geisinger, APA Board of Directors liaison.

Programs for developing the pipeline of early-career geriatric mental health researchers: outcomes and implications for other fields.

PubMed

Bartels, Stephen J; Lebowitz, Barry D; Reynolds, Charles F; Bruce, Martha L; Halpain, Maureen; Faison, Warachal E; Kirwin, Paul D

2010-01-01

This report summarizes the findings and recommendations of an expert consensus workgroup that addressed the endangered pipeline of geriatric mental health (GMH) researchers. The workgroup was convened at the Summit on Challenges in Recruitment, Retention, and Career Development in Geriatric Mental Health Research in late 2007. Major identified challenges included attracting and developing early-career investigators into the field of GMH research; a shortfall of geriatric clinical providers and researchers; a disproportionate lack of minority researchers; inadequate mentoring and career development resources; and the loss of promising researchers during the vulnerable period of transition from research training to independent research funding. The field of GMH research has been at the forefront of developing successful programs that address these issues while spanning the spectrum of research career development. These programs serve as a model for other fields and disciplines. Core elements of these multicomponent programs include summer internships to foster early interest in GMH research (Summer Training on Aging Research Topics-Mental Health Program), research sponsorships aimed at recruitment into the field of geriatric psychiatry (Stepping Stones), research training institutes for early career development (Summer Research Institute in Geriatric Psychiatry), mentored intensive programs on developing and obtaining a first research grant (Advanced Research Institute in Geriatric Psychiatry), targeted development of minority researchers (Institute for Research Minority Training on Mental Health and Aging), and a Web-based clearinghouse of mentoring seminars and resources (MedEdMentoring.org). This report discusses implications of and principles for disseminating these programs, including examples of replications in fields besides GMH research.

Second Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Second Annual David Derse Memorial Lecture and Award presentation was held on November 12, 2013, at the NCI at Frederick Conference Center to honor David Derse’s outstanding research accomplishments and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career. The Annual David Derse

Organising, Providing and Evaluating Technical Training for Early Career Researchers: A Case Study

ERIC Educational Resources Information Center

van Besouw, Rachel M.; Rogers, Katrine S.; Powles, Christopher J.; Papadopoulos, Timos; Ku, Emery M.

2013-01-01

This paper considers the importance of providing technical training opportunities for Early Career Researchers (ECRs) worldwide through the case study of a MATLAB training programme, which was proposed, organised, managed and evaluated by a team of five ECRs at the University of Southampton. The effectiveness of the programme in terms of the…

Second Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Second Annual David Derse Memorial Lecture and Award presentation was held on November 12, 2013, at the NCI at Frederick Conference Center to honor David Derse’s outstanding research accomplishments and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career. The Annual David Derse Memorial Lecture and Award is sponsored by the HIV Drug Resistance Program, with support from Hye Kyung Chung-Derse, Ph.D., the National Cancer Institute (NCI), the Foundation for the National Institutes of Health (NIH), and colleagues and friends of Derse who contributed to the memorial fund in his honor.

Promoting Writing amongst Peers: Establishing a Community of Writing Practice for Early Career Academics

ERIC Educational Resources Information Center

Kent, Alexandra; Berry, Donna M.; Budds, Kirsty; Skipper, Yvonne; Williams, Helen L.

2017-01-01

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous…

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.

The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

ERIC Educational Resources Information Center

Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

End of Program Assessments and Their Association with Early Career Success in LIS

ERIC Educational Resources Information Center

Rathbun-Grubb, Susan

2016-01-01

Analyses of North American LIS program alumni survey data indicate that the completion of any end of program assessment (EPA) or capstone is associated with certain early-career success measures. Using data collected in the Workforce Issues in Library and Information Science 2 project (WILIS 2), we examined the type of EPAs (internships,…

2013 Schroth faces of the future symposium to highlight early career professionals in Mycology

USDA-ARS?s Scientific Manuscript database

The 2013 Schroth Faces of the Future symposium was created to recognize early career professionals (those within 10 years of graduation) who represent the future in their field via innovative research. For this year, future faces in mycology research were recognized. Drs. Jason Slot, Erica Goss, Jam...

A Step towards Clerical Preferment: Secondary School Teachers' Careers in Early Modern Sweden

ERIC Educational Resources Information Center

Lindmark, Daniel

2004-01-01

This article investigates the function served by embarking on a teaching career in the Latin school system for recruitment to the clergy in early modern Sweden. The study is restricted to the eighty-nine teachers serving at Pitea Grammar School in Northern Sweden in the period from 1650 to 1849. The investigation pays considerable attention to the…

Use of Information Communication Technology by Early Career Science Teachers in Western Australia

ERIC Educational Resources Information Center

Dawson, Vaille

2008-01-01

Australia wide, all school systems are in the process of providing teachers with computers and there is an expectation that new teachers will possess the expertise to use them in their teaching. In addition to using computers for basic word processing and data manipulation, early-career science teachers need to be able to use a range of…

Even the Best Laid Plans Sometimes Go Askew: Career Self-Management Processes, Career Shocks, and the Decision to Pursue Graduate Education

ERIC Educational Resources Information Center

Seibert, Scott E.; Kraimer, Maria L.; Holtom, Brooks C.; Pierotti, Abigail J.

2013-01-01

Drawing on career self-management frameworks as well as image theory and the unfolding model of turnover, we developed a model predicting early career employees' decisions to pursue graduate education. Using a sample of 337 alumni from 2 universities, we found that early career individuals with intrinsic career goals, who engaged in career…

Extramural Training and Career Opportunities in Aging Research.

ERIC Educational Resources Information Center

National Inst. on Aging (DHHS/NIH), Bethesda, MD.

The rapid growth of the older population heightens the urgency for training in aging research. This publication outlines the opportunities for extramural research training and career development that exist within the National Institute on Aging (NIA). The NIA supports research and research training primarily through the award of grants and…

Career Pathways Partnerships. K-12 & Afterschool Policy Brief

ERIC Educational Resources Information Center

Children Now, 2010

2010-01-01

On June 30, 2010, California awarded $3 million to support teacher recruitment and training through the California Gang Reduction, Intervention and Prevention (CalGRIP) initiative, which assists young adults at risk of joining gangs in finding employment or pursuing an education. California chose to fund six Career Pathways Partnership projects as…

Strengthening Career and Technical Education and 21st Century Skills in Philadelphia. Executive Summary

ERIC Educational Resources Information Center

Philadelphia Youth Network, 2009

2009-01-01

In Spring 2007, the John S. and James L. Knight Foundation awarded funds to the Philadelphia Youth Network (PYN) to undertake an analysis of Career and Technical Education (CTE) in Philadelphia, and to make recommendations on how CTE and other forms of career-connected education could better align with high-wage/high-demand jobs in the regional…

Dynamics of Structural Phase Transformations Using Molecular Dynamics

DTIC Science & Technology

2013-12-08

Investigator AFOSR Young Investigator ASCE Leonardo Da Vinci Young Investigator Award Eshelby Mechanics Award for Young Faculty 01/06/2011...Investigator Awards • Junior chair from Carnegie Mellon University, 2013-2016 • ASCE Engineering Mechanics Leonardo Da Vinci Early Career Award, 2013

Impact of Retirement Choices of Early Career Marines: A Choice Analysis Model

DTIC Science & Technology

2013-03-01

CHOICES OF EARLY CAREER MARINES: A CHOICE ANALYSIS MODEL by André G. La Taste Aaron Masaitis March 2013 Thesis Advisor: Michael Dixon... ANALYSIS MODEL 5. FUNDING NUMBERS 6. AUTHOR(S) André G. La Taste, Aaron Masaitis 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate...system. The research will be conducted using a discrete choice analysis methodology that is often used to differentiate factors that lead to

New Professionalism in Austere Times: The Employment Experiences of Early Career Teachers in Scotland

ERIC Educational Resources Information Center

Hulme, Moira; Menter, Ian

2014-01-01

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2-6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public…

Letters from Early Career Academics: The Physical Education and Sport Pedagogy Field of Play

ERIC Educational Resources Information Center

Alfrey, Laura; Enright, Eimear; Rynne, Steven

2017-01-01

Taking our lead from Rainer Maria Rilke's (1929) "Letters to a Young Poet", our broader project aimed to create a space for dialogue and intergenerational learning between Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) and members of the PESP professoriate. This paper focuses specifically on the experiences of…

Early Career Teachers' Perceptions of Traditional versus Innovative Benefits Packages. Conference Paper 2009-15

ERIC Educational Resources Information Center

Tran, Doannie; Huang, Elsie

2009-01-01

Limited information exists on how early career teachers, particularly those in "Generation Y", feel about the pension system and potential reforms to the pension system. This paper presents an analysis of the appeal of different aspects of pension plans; their influence on charter versus traditional public school teachers; and how…

Early career academic researchers and community-based participatory research: wrestling match or dancing partners?

PubMed

Lowry, Kelly Walker; Ford-Paz, Rebecca

2013-12-01

Early career faculty members at academic medical centers face unique obstacles when engaging in community-based participatory research (CBPR). Challenges and opportunities for solutions pertaining to mentorship, time demands, unfamiliarity of colleagues with CBPR approaches, ethical review regulations, funding, and publication and promotion are discussed. © 2013 Wiley Periodicals, Inc.

Charles L. Brewer Award for distinguished teaching of psychology: Neil Lutsky.

PubMed

2011-01-01

The American Psychological Foundation (APF) Charles L. Brewer Award for Distinguished Teaching of Psychology recognizes an outstanding career contribution to the teaching of psychology. The 2011 recipient of the Distinguished Teaching Award is Neil Lutsky. Dorothy W. Cantor, president of the APF, will present the APF Distinguished Teaching Award at the 119th Annual Convention of the American Psychological Association on August 5, 2011, at 4:00 p.m. Members of the 2011 APF Board of Trustees are Dorothy W. Cantor, president; William Howell, vice president/secretary; Gerald Koocher, treasurer; Elisabeth R. Straus, executive vice president/executive director; Norman Anderson; David H. Barlow, Camilla Benbow; Sharon Stephens Brehm; Charles L. Brewer; Connie Chan; Anthony Jackson; Ronald F. Levant; Sandra Shullman; Archie L. Turner; and Kurt Geisinger, APA Board of Directors liaison.

Educational activities of CAREER: Crystallization Kinetics in Volcanology

NASA Astrophysics Data System (ADS)

Hammer, J. E.

2011-12-01

Professional development of teachers is recognized as critical for improving student learning outcomes. The major outreach initiative of my CAREER award was to develop a teacher professional development program for middle school (grades 6-8) teachers that would improve teacher's mastery of geoscience and basic science skills and practices and expose them to an authentic research environment. The explicit objectives of the Research Experience for Teachers in Volcano-Petrology (RET/V-P) were for teachers to (1) master technical skills for safe and productive laboratory work, (2) deepen understanding of science content, (3) develop scientific "habits of the mind" as outlined in the National Science Standards, and (4) hone science communication skills. Six teachers, one undergraduate, and two graduate students participated in the teacher professional development program during the summers of the CAREER award period. A subsequent EAR award now supports the program, and summer 2011 saw the participation of five additional teachers. The teachers span a wide range of educational backgrounds, prior exposure to geoscience, and teaching assignments at public and private schools. Each year, the program was modified using formative and summative evaluation tools to better serve the scheduling needs and content preferences. In general, the program has evolved from an emphasis on research exposure to an emphasis on imparting basic geoscience concepts. A myriad of approaches including field trips to local outcrops, lecture tutorials and lecture-based active engagement exercises (such as iclicker delivery of Geoscience Concept Inventory questions), with a taste of laboratory work (crystal growth experiments, optics primer), has emerged as the most successful means of achieving objectives 1-4, above. The first summer I advertised the RET/V-P, no teachers applied. (This challenge was overcome in subsequent years by targeting the solicitation using teacher list serves, the Hawaii

The impact of intramural grants on educators' careers and on medical education innovation.

PubMed

Adler, Shelley R; Chang, Anna; Loeser, Helen; Cooke, Molly; Wang, Jason; Teherani, Arianne

2015-06-01

The University of California, San Francisco (UCSF), Haile T. Debas Academy of Medical Educators Innovations Funding program awards competitive grants to create novel curricula and faculty development programs, compare pedagogical approaches, and design learner assessment methods. The authors examined the principal investigators' (PIs') perceptions of the impact of these intramural grants on their careers and on medical education innovation. At 12 months (project completion) and 24 months (follow-up), PIs submit a progress report describing the impact of their grant on their careers, work with collaborators, subsequent funding, project dissemination, and the UCSF curriculum. The authors analyzed these reports using qualitative thematic analysis and achieved consensus in coding and interpretation through discussion. From 2001 to 2012, the program funded 77 PIs to lead 103 projects, awarding over $2.2 million. The authors analyzed reports from 88 grants (85.4%) awarded to 68 PIs (88.3%). PIs noted that the funding led to accelerated promotion, expanded networking opportunities, enhanced knowledge and skills, more scholarly publications and presentations, extramural funding, and local and national recognition. They also reported that the funding improved their status in their departments, enhanced their careers as medical educators, laid the foundation for subsequent projects, and engaged an array of stakeholders, including trainees and junior faculty. These modest intramural education grants not only created innovative, enduring programs but also promoted educators' professional identity formation, fostered collaborations, supported junior faculty in finding their desired career paths, provided advancement opportunities, and raised the local and national profiles of recipients.

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…

Perceptions of Collegiate and Early-Career Piano Teachers Regarding Master's Piano Pedagogy Degree Program

ERIC Educational Resources Information Center

Cheng, Xiaoke

2016-01-01

For pianists considering teaching as a career, progress has been made in the preparation of piano teachers in American colleges and universities beginning in the early twentieth century. These developments impacted the education of the piano teacher in colleges/universities as well as the added focus of piano-related journals and publications,…

Developing Reflexive Identities through Collaborative, Interdisciplinary and Precarious Work: The Experience of Early Career Researchers

ERIC Educational Resources Information Center

Enright, Bryony; Facer, Keri

2017-01-01

This paper explores the experiences of 24 Early Career Researchers working in interdisciplinary and precarious employment conditions in which they are managing collaborations with multiple partners beyond the university as part of the AHRC's "Connected Communities" Programme. These conditions emerge from conflicting sources--from…

Career Pathways: Does Remaining Close to the Classroom Matter for Early Career Teachers? A Study of Practice in New Zealand and the USA

ERIC Educational Resources Information Center

Lovett, Susan; Cameron, Marie

2011-01-01

Retaining early career teachers and enticing promising teachers to become teacher leaders are issues of international interest not only because large numbers of teachers will retire from the profession over the next five to 10 years but also because the strongest teachers are the teachers most likely to leave the profession during their early…

Statistical mentoring at early training and career stages

DOE PAGES

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.; ...

2016-06-27

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less

Statistical mentoring at early training and career stages

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

Anderson-Cook, Christine M.; Hamada, Michael S.; Moore, Leslie M.

At Los Alamos National Laboratory (LANL), statistical scientists develop solutions for a variety of national security challenges through scientific excellence, typically as members of interdisciplinary teams. At LANL, mentoring is actively encouraged and practiced to develop statistical skills and positive career-building behaviors. Mentoring activities targeted at different career phases from student to junior staff are an important catalyst for both short and long term career development. This article discusses mentoring strategies for undergraduate and graduate students through internships as well as for postdoctoral research associates and junior staff. Topics addressed include project selection, progress, and outcome; intellectual and social activitiesmore » that complement the student internship experience; key skills/knowledge not typically obtained in academic training; and the impact of such internships on students’ careers. Experiences and strategies from a number of successful mentorships are presented. Feedback from former mentees obtained via a questionnaire is incorporated. As a result, these responses address some of the benefits the respondents received from mentoring, helpful contributions and advice from their mentors, key skills learned, and how mentoring impacted their later careers.« less

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.

The information value of early career productivity in mathematics: a ROC analysis of prediction errors in bibliometricly informed decision making.

PubMed

Lindahl, Jonas; Danell, Rickard

The aim of this study was to provide a framework to evaluate bibliometric indicators as decision support tools from a decision making perspective and to examine the information value of early career publication rate as a predictor of future productivity. We used ROC analysis to evaluate a bibliometric indicator as a tool for binary decision making. The dataset consisted of 451 early career researchers in the mathematical sub-field of number theory. We investigated the effect of three different definitions of top performance groups-top 10, top 25, and top 50 %; the consequences of using different thresholds in the prediction models; and the added prediction value of information on early career research collaboration and publications in prestige journals. We conclude that early career performance productivity has an information value in all tested decision scenarios, but future performance is more predictable if the definition of a high performance group is more exclusive. Estimated optimal decision thresholds using the Youden index indicated that the top 10 % decision scenario should use 7 articles, the top 25 % scenario should use 7 articles, and the top 50 % should use 5 articles to minimize prediction errors. A comparative analysis between the decision thresholds provided by the Youden index which take consequences into consideration and a method commonly used in evaluative bibliometrics which do not take consequences into consideration when determining decision thresholds, indicated that differences are trivial for the top 25 and the 50 % groups. However, a statistically significant difference between the methods was found for the top 10 % group. Information on early career collaboration and publication strategies did not add any prediction value to the bibliometric indicator publication rate in any of the models. The key contributions of this research is the focus on consequences in terms of prediction errors and the notion of transforming uncertainty

Career Preparation: A Longitudinal, Process-Oriented Examination

PubMed Central

Stringer, Kate; Kerpelman, Jennifer; Skorikov, Vladimir

2011-01-01

Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability, career preparation (i.e., career planning, career decision-making, and career confidence), from an identity process perspective (Luyckx, Goossens, & Soenens, 2006). Research has suggested that career preparation dimensions are interrelated during adolescence and early adulthood; however, what remains to be known is how each dimension changes over time and the interrelationships among the dimensions during the transition from high school. Drawing parallels between career preparation and identity development dimensions, the current study addressed these questions by examining the patterns of change in each career preparation dimension and parallel process models that tested associations among the slopes and intercepts of the career preparation dimensions. Results showed that the career preparation dimensions were not developing similarly over time, although each dimension was associated cross-sectionally and longitudinally with the other dimensions. Results also suggested that career planning and decision-making precede career confidence. The results of the current study supported career construction theory and showed similarities between the processes of career preparation and identity development. PMID:21804641

Career Preparation: A Longitudinal, Process-Oriented Examination.

PubMed

Stringer, Kate; Kerpelman, Jennifer; Skorikov, Vladimir

2011-08-01

Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability, career preparation (i.e., career planning, career decision-making, and career confidence), from an identity process perspective (Luyckx, Goossens, & Soenens, 2006). Research has suggested that career preparation dimensions are interrelated during adolescence and early adulthood; however, what remains to be known is how each dimension changes over time and the interrelationships among the dimensions during the transition from high school. Drawing parallels between career preparation and identity development dimensions, the current study addressed these questions by examining the patterns of change in each career preparation dimension and parallel process models that tested associations among the slopes and intercepts of the career preparation dimensions. Results showed that the career preparation dimensions were not developing similarly over time, although each dimension was associated cross-sectionally and longitudinally with the other dimensions. Results also suggested that career planning and decision-making precede career confidence. The results of the current study supported career construction theory and showed similarities between the processes of career preparation and identity development.

Positive work environments of early-career registered nurses and the correlation with physician verbal abuse.

PubMed

Brewer, Carol S; Kovner, Christine T; Obeidat, Rana F; Budin, Wendy C

2013-01-01

Verbal abuse in the workplace is experienced by registered nurses (RNs) worldwide; physicians are one of the main sources of verbal abuse. To examine the relationship between levels of physician verbal abuse of early-career RNs and demographics, work attributes, and perceived work environment. Fourth wave of a mailed national panel survey of early career RNs begun in 2006. RNs' perception of verbal abuse by physicians was significantly associated with poor workgroup cohesion, lower supervisory and mentor support, greater quantitative workload, organizational constraints, and nurse-colleague verbal abuse, as well as RNs' lower job satisfaction, organizational commitment, and intent to stay. RNs working in unfavorable work environments experience more physician abuse and have less favorable work attitudes. Causality is unclear: do poor working conditions create an environment in which physicians are more likely to be abusive, or does verbal abuse by physicians create an unfavorable work environment? Copyright © 2013 Elsevier Inc. All rights reserved.

Daniel Landis: Award for Distinguished Contributions to the International Advancement of Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the co-recipients of the American Psychological Association's Award for Distinguished Contributions to the International Advancement of Psychology. One of the 2012 winners is Daniel Landis for his unparalleled contribution to the field of intercultural research in a distinguished academic career spanning almost…

Medical graduates' early career choices of specialty and their eventual specialty destinations: UK prospective cohort studies.

PubMed

Goldacre, Michael J; Laxton, L; Lambert, T W

2010-07-06

To report on doctors' early choices of specialty at selected intervals after qualification, and eventual career destinations. Questionnaire surveys. United Kingdom. Total of 15 759 doctors who qualified in 1974, 1977, 1983, 1993, and 1996, and their career destinations 10 years after graduation. 15 759 doctors were surveyed one and three years after graduation and 12 108 five years after graduation. Career preferences at years 1, 3, and 5, and destinations at 10 years, were known for, respectively, 64% (n=10 154), 62% (n=9702), and 61% (n=7429) of the survey population. In the 1993 and 1996 cohorts, career destinations matched with year 1 choices for 54% (1890/3508) of doctors in year 1, 70% (2494/3579) in year 3, and 83% (2916/3524) in year 5. Corresponding results for the earlier cohorts (1974-83) were similar: 53% (3310/6264), 74% (4233/5752), and 82% (2976/3646). The match rates varied by specialty; for example, the rates were consistently high for surgery. Career destinations matched with year 1 choices for 74% (722/982) of doctors who specified a definite (rather than probable or uncertain) specialty choice in their first postgraduate year. About half of those who chose a hospital specialty but did not eventually work in it were working in general practice by year 10. Ten years after qualification about a quarter of doctors were working in a specialty that was different from the one chosen in their third year after graduation. This stayed reasonably constant across graduation cohorts despite the changes in training programmes over time. Subject to the availability of training posts, postgraduate training should permit those who have made early, definite choices to progress quickly into their chosen specialty, while recognising the need for flexibility for those who choose later.

Early community-based family practice elective positively influences medical students' career considerations--a pre-post-comparison.

PubMed

Deutsch, Tobias; Hönigschmid, Petra; Frese, Thomas; Sandholzer, Hagen

2013-02-21

Demographic change and recruitment problems in family practice are increasingly threatening an adequate primary care workforce in many countries. Thus, it is important to attract young physicians to the field. The purpose of the present study was to examine the effect of an early community-based 28-h family practice elective with one-to-one mentoring on medical students' consideration of family practice as a career option, their interest in working office-based, and several perceptions with regard to specific aspects of a family physician's work. First- and second-year medical students completed questionnaires before and after a short community-based family practice elective, consisting of a preparatory course and a community-based practical experience with one-to-one mentoring by trained family physicians. We found a significantly higher rate of students favoring family practice as a career option after the elective (32.7% vs. 26.0%, p = 0.039). Furthermore, the ranking of family practice among other considered career options improved (p = 0.002). Considerations to work office-based in the future did not change significantly. Perceptions regarding a family physician's job changed positively with regard to the possibility of long-term doctor-patient relationships and treatment of complex disease patterns. The majority of the students described identification with the respective family physician tutor as a professional role model and an increased interest in the specialty. Our results indicate that a short community-based family practice elective early in medical education may positively influence medical students' considerations of a career in family practice. Furthermore, perceptions regarding the specialty with significant impact on its attractiveness may be positively adjusted. Further research is needed to evaluate the influence of different components of a family practice curriculum on the de facto career decisions of young physicians after graduation.

Career Preparation: A Longitudinal, Process-Oriented Examination

ERIC Educational Resources Information Center

Stringer, Kate; Jennifer Kerpelman; Vladimir Skorikov

2011-01-01

Preparing for an adult career through careful planning, choosing a career, and gaining confidence to achieve career goals is a primary task during adolescence and early adulthood. The current study bridged identity process literature and career construction theory (Savickas, 2005) by examining the commitment component of career adaptability,…

A structural equation model of turnover for a longitudinal survey among early career registered nurses.

PubMed

Brewer, Carol S; Chao, Ying-Yu; Colder, Craig R; Kovner, Christine T; Chacko, Thomas P

2015-11-01

Key predictors of early career nurses' turnover are job satisfaction, organizational commitment, job search, intent to stay, and shock (back injuries) based on the literature review and our previous research. Existing research has often omitted one of these key predictors. The purpose of this study in a sample of early career nurses was to compare predictors of turnover to nurses' actual turnover at two time points in their careers. A multi-state longitudinal panel survey of early career nurses was used to compare a turnover model across two time periods. The sample has been surveyed five times. The sample was selected using a two-stage sample of registered nurses nested in 51 metropolitan areas and nine non-metropolitan, rural areas in 34 states and the District of Columbia. The associations between key predictors of turnover were tested using structural equation modeling and data from the earliest and latest panels in our study. We used predictors from the respondents who replied to the Wave-1 survey in 2006 and their turnover status from Wave 2 in 2007 (N=2386). We compared these results to the remaining respondents' predictors from Wave 4 in 2011 and their turnover status in Wave 5 in 2013 (N=1073). We tested and found no effect for missingness from Wave 1-5 and little evidence of attrition bias. Strong support was found for the relationships hypothesized among job satisfaction, organizational commitment, intent to stay, and turnover, with some support for shock and search in the Wave 1-2 sample. However, for Wave 4-5 sample (n=1073), none of the paths through search were significant, nor was the path from shock to turnover. Nurses in the second analysis who had matured longer in their career did not have a significant response to search or shock (back injuries), which may indicate how easily experienced registered nurses find new jobs and/or accommodation to jobs requiring significant physicality. Nurse turnover is a major concern for healthcare organizations

Target-Setting, Early-Career Academic Identities and the Measurement Culture of UK Higher Education

ERIC Educational Resources Information Center

Smith, Jan

2017-01-01

Early-career academics are subject to a barrage of formal measurements when they secure a first academic post in a UK university. To support this process, guidance is provided by universities on what is measured, though this can lack disciplinary nuance. This article analyses the perceptions of a sample of social scientists of the process of…

Clinical and translational scientist career success: metrics for evaluation.

PubMed

Lee, Linda S; Pusek, Susan N; McCormack, Wayne T; Helitzer, Deborah L; Martina, Camille A; Dozier, Ann M; Ahluwalia, Jasjit S; Schwartz, Lisa S; McManus, Linda M; Reynolds, Brian D; Haynes, Erin N; Rubio, Doris M

2012-10-01

Despite the increased emphasis on formal training in clinical and translational research and the growth in the number and scope of training programs over the past decade, the impact of training on research productivity and career success has yet to be fully evaluated at the institutional level. In this article, the Education Evaluation Working Group of the Clinical and Translational Science Award Consortium introduces selected metrics and methods associated with the assessment of key factors that affect research career success. The goals in providing this information are to encourage more consistent data collection across training sites, to foster more rigorous and systematic exploration of factors associated with career success, and to help address previously identified difficulties in program evaluation. © 2012 Wiley Periodicals, Inc.

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…

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…

Early-Career Professional Development Training for Stakeholder-Relevant, Interdisciplinary Research

NASA Astrophysics Data System (ADS)

Rosendahl, D. H.; Bamzai, A.; Mcpherson, R. A.

2015-12-01

There are many challenges to conducting inter- or multi-disciplinary research because basic research, applied research, management processes, disciplines, and even sub-disciplines have been "siloed" for so long that many research and management professionals find it difficult to communicate common interests and research needs. It is clear that the next generation of researchers must overcome these disciplinary biases and engage in more open dialogue with other disciplines and the management community in order to be better positioned to collaborate, speak a common language, and understand each other's needs. The U.S. Department of the Interior's South Central Climate Science Center recently conducted a professional development workshop for 28 early-career researchers involved in climate-related research across the South-Central U.S. The participants consisted of graduate students, postdocs, and junior faculty representing 17 different natural and social science disciplines and seven Universities/Institutions. The workshop provided the participants with guidance and instruction on how to overcome the identified challenges in conducting "actionable" research and how to better navigate multi-institutional and multi- or inter-disciplinary research. The workshop was comprised of: (1) a series of instructional presentations organized into themed sessions; (2) two keynote addresses to provide a broader perspective; (3) a real-world case study activity; (4) individual and group projects/presentations; and (5) field trips. In addition, we purposely created informal opportunities for participants to network, which met the goal of facilitating interdisciplinary interactions. An overview of the workshop experience will be provided, including a focus on those aspects leading to its ultimate success and recommendations for how to develop and implement a similar early-career workshop for your own purposes.

Physician satisfaction and burnout at different career stages.

PubMed

Dyrbye, Liselotte N; Varkey, Prathibha; Boone, Sonja L; Satele, Daniel V; Sloan, Jeff A; Shanafelt, Tait D

2013-12-01

To explore the work lives, professional satisfaction, and burnout of US physicians by career stage and differences across sexes, specialties, and practice setting. We conducted a cross-sectional study that involved a large sample of US physicians from all specialty disciplines in June 2011. The survey included the Maslach Burnout Inventory and items that explored professional life and career satisfaction. Physicians who had been in practice 10 years or less, 11 to 20 years, and 21 years or more were considered to be in early, middle, and late career, respectively. Early career physicians had the lowest satisfaction with overall career choice (being a physician), the highest frequency of work-home conflicts, and the highest rates of depersonalization (all P<.001). Physicians in middle career worked more hours, took more overnight calls, had the lowest satisfaction with their specialty choice and their work-life balance, and had the highest rates of emotional exhaustion and burnout (all P<.001). Middle career physicians were most likely to plan to leave the practice of medicine for reasons other than retirement in the next 24 months (4.8%, 12.5%, and 5.2% for early, middle, and late career, respectively). The challenges of middle career were observed in both men and women and across specialties and practice types. Burnout, satisfaction, and other professional challenges for physicians vary by career stage. Middle career appears to be a particularly challenging time for physicians. Efforts to promote career satisfaction, reduce burnout, and facilitate retention need to be expanded beyond early career interventions and may need to be tailored by career stage. Copyright © 2013 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

W. Gregory Keilin: Award for Distinguished Contributions to Education and Training in Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of the 2012 winner of the American Psychological Association's Award for Distinguished Contributions to Education and Training in Psychology. W. Gregory Keilin has spent the majority of his professional career providing training and administration for psychology doctoral internship programs as well as leadership service…

"Sustaining Hope and Possibility": Early-Career English Teachers' Perspectives on Their First Years of Teaching

ERIC Educational Resources Information Center

Manuel, Jackie; Carter, Don

2016-01-01

This paper reports on the findings from a study with 22 early-career secondary school English teachers in New South Wales, Australia. Against the backdrop of increased attention to the patterns of teacher recruitment, retention and attrition, the present research sought beginning teachers' perspectives on the extent to which their initial…

Shifting from Stories to Live by to Stories to Leave By: Early Career Teacher Attrition

ERIC Educational Resources Information Center

Schaefer, Lee; Downey, C. Aiden; Clandinin, D. Jean

2014-01-01

We began this research by asking questions about the high number of teachers who leave teaching in their first five years of teaching. The literature on early career teacher attrition (Borman & Dowling, 2008; Guarino, Santibanez & Daly, 2006; Macdonald, 1999; Smith & Ingersoll, 2004) left us with wonders around the experiences of…

Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Maríñez-Lora, Ané M.; Lakind, Davielle; Atkins, Marc S.; Jakobsons, Lara; Hamre, Bridget K.; Bhaumik, Dulal K.; Parker-Katz, Michelle; Neal, Jennifer Watling; Smylie, Mark A.; Patel, Darshan A.

2016-01-01

School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more…

Being Critical: An Account of an Early Career Academic Working within and against Neoliberalism

ERIC Educational Resources Information Center

McLachlan, Fiona

2017-01-01

In 2014 I attended a symposium concerning Early Career Academics (ECAs) in the field of physical education and sport pedagogy. I was struck by the dominance of a particular theme at that symposium--that is, how to obtain a position and survive in academia. The aim of this paper is to use an inciting moment that occurred at this symposium as a…

78 FR 78369 - Submission for OMB Review; 30-Day Comment Request: Early Career Reviewer Program Online...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-26

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Submission for OMB Review; 30-Day Comment Request: Early Career Reviewer Program Online Application System--Center for Scientific Review (CSR) SUMMARY: Under the provisions of Section 3507(a)(1)(D) of the Paperwork Reduction Act...

Akuginow and Haines-Stiles Receive 2013 Robert C. Cowen Journalism Award: Citation

NASA Astrophysics Data System (ADS)

Alley, Richard

2014-01-01

From Cosmos to Mars and Pluto and back home, Geoffrey Haines-Stiles and Erna Akuginow have invested their careers reporting the best modern science in novel, compelling, and accessible ways through documentaries, live events, print, and new media. They are outstanding recipients of the AGU Robert C. Cowen Award for Sustained Achievement in Science Journalism.

THE IMPACT OF SEXUAL HARASSMENT ON DEPRESSIVE SYMPTOMS DURING THE EARLY OCCUPATIONAL CAREER

PubMed Central

Houle, Jason N.; Staff, Jeremy; Mortimer, Jeylan T.; Uggen, Christopher; Blackstone, Amy

2011-01-01

Sexual harassment has been theorized as a stressor with consequences for the physical and mental health of its targets. Though social scientists have documented a negative association between sexual harassment and mental health, few longitudinal studies have investigated the association between sexual harassment and depressive symptoms. Using longitudinal survey data from the Youth Development Study, combined with in-depth interviews, this article draws on Louise Fitzgerald’s theoretical framework, stress theory, and the life course perspective to assess the impact of sexual harassment on depressive affect during the early occupational career. In support of Fitzgerald’s model, our findings confirm that sexual harassment is a stressor that is associated with increased depressive symptoms. Our quantitative results show that women and men who experience more frequent sexual harassment at work have significantly higher levels of depressed mood than non-harassed workers, even after controlling for prior harassment and depressive symptoms. Moreover, we find evidence that sexual harassment early in the career has long-term effects on depressive symptoms in adulthood. Interviews with a subset of our survey respondents point to a variety of coping strategies and reveal further links between harassment and other aspects of mental health, such as anger and self-doubt. PMID:22140650

THE IMPACT OF SEXUAL HARASSMENT ON DEPRESSIVE SYMPTOMS DURING THE EARLY OCCUPATIONAL CAREER.

PubMed

Houle, Jason N; Staff, Jeremy; Mortimer, Jeylan T; Uggen, Christopher; Blackstone, Amy

2011-07-01

Sexual harassment has been theorized as a stressor with consequences for the physical and mental health of its targets. Though social scientists have documented a negative association between sexual harassment and mental health, few longitudinal studies have investigated the association between sexual harassment and depressive symptoms. Using longitudinal survey data from the Youth Development Study, combined with in-depth interviews, this article draws on Louise Fitzgerald's theoretical framework, stress theory, and the life course perspective to assess the impact of sexual harassment on depressive affect during the early occupational career. In support of Fitzgerald's model, our findings confirm that sexual harassment is a stressor that is associated with increased depressive symptoms. Our quantitative results show that women and men who experience more frequent sexual harassment at work have significantly higher levels of depressed mood than non-harassed workers, even after controlling for prior harassment and depressive symptoms. Moreover, we find evidence that sexual harassment early in the career has long-term effects on depressive symptoms in adulthood. Interviews with a subset of our survey respondents point to a variety of coping strategies and reveal further links between harassment and other aspects of mental health, such as anger and self-doubt.

NSF-CAREER outreach at the K-6 level through Project Excite, Center for Talent Development, School of Education and Social Policy at Northwestern University

NASA Astrophysics Data System (ADS)

Jacobsen, S. D.; Cockrell, K.

2011-12-01

Many scientists can attribute their careers to some kind of impressionable exposure to experimentation and research at an early age. However, children across the country receive varying levels of exposure to professional scientists depending upon local resources and socioeconomic composition. Outreach goals under this NSF-CAREER award are predicated on the idea that children can develop a life-long interest in science and mathematics at a very early age. The PI has focused on geoscience education to local K-6 students who might not otherwise get exposure to the field at a critical stage of their intellectual development. Working with educators at Northwestern's Center for Talent Development, the PI leads Earth science modules in Project Excite, a longitudinal program that recruits minority third-grade students from local elementary schools for a six-year program involving regular visits to the Department of Earth and Planetary Sciences. The primary goal is to boost minority enrollment in advanced placement courses in science and mathematics at Evanston Township High School. Hands-on demonstration modules have been developed on Mars rovers, renewable energy, as well as rock and mineral identification. Research under this CAREER award examines the role of silicate minerals in Earth's deep water cycle from atomic to geophysical scales. Under laboratory-simulated mantle conditions of 400-700 km depth, high-pressure minerals can incorporate a remarkable amount of water into their structures, resulting in modified physical properties. Experimental studies focus on determining hydration mechanisms at the atomic scale, and understanding the influence of hydration on the behavior of Earth materials at high pressures. Results will provide geophysical indicators of mantle hydration and facilitate detection of potential deep-mantle reservoirs of water remotely using seismic waves.

Charles L. Brewer Award for Distinguished Teaching of Psychology: Sue Frantz.

PubMed

2016-01-01

The American Psychological Foundation (APF) Charles L. Brewer Distinguished Teaching of Psychology Award recognizes an outstanding career contribution to the teaching of psychology. The 2016 recipient of the Distinguished Teaching Award is Sue Frantz. Dorothy W. Cantor, president of the APF, will present the Distinguished Teaching Award at the 124th Annual Convention of the American Psychological Association on August 5, 2016, at 4:00 p.m. Members of the 2016 APF Board of Trustees are Dorothy W. Cantor, president; David H. Barlow, vice president; Melba J. T. Vasquez, secretary; Richard C. McCarty, treasurer; Elisabeth R. Straus, executive vice president/executive director; Cynthia Belar; Camilla Benbow; Rosie Phillips Bingham; Connie S. Chan; Anthony Jackson; Terence M. Keane; Archie L. Turner; W. Bruce Walsh; and Bonnie Markham and Rick McGraw, APA Board of Directors liaisons. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The EGU Seismology Division Early Career Scientist Representative team and its initiatives

NASA Astrophysics Data System (ADS)

Parisi, Laura; Ermert, Laura; Gualtieri, Lucia; Spieker, Kathrin; Van Noten, Koen; Agius, Matthew R.; Mai, P. Martin

2017-04-01

Since 2014, the Seismology Division (SM) of the European Geosciences Union (EGU) has its Early Career Scientist (ECS) representative to reach out to its numerous 'younger' members. In April 2016, a new team of representatives joined the Division. We are a vivid team of early career scientists, representing both (either) PhD students and post-doctoral researchers working in different seismological disciplines and different countries. The initiatives of the SM ECS-rep team have various aims: (1) to motivate the ECSs to get involved in activities and initiatives of the EGU and the Seismology Division, (2) to promote the research of ECSs, (3) to discuss issues concerning seismologists during this particular stage of their career, (4) to share ideas on how to promote equality between scientists and (5) to improve on the public dissemination of scientific knowledge. In an effort to reach out to experienced and ECS seismologists more effectively and to continuously encourage to voice their ideas by contributing and following our initiatives, a blog and social media pages dedicated to seismology and earthquake trivia are run by the team. Weekly posts are published on the blog and shared on the social media regarding scientific and social aspects of seismology. One of the major contributions recently introduced to the blog is the "Paper of the Month" series where experienced seismologists write about recent or classical - must read - seismology articles. We also aim to organise and promote social and scientific events. During the EGU General Assembly 2016 a social event was held in Vienna allowing ECS to network with peers in an informal environment. Given the success of this event, a similar event will be organized during the General Assembly 2017. Also, similar to previous years, a short course on basic seismology for non seismologists will be requested and offered to all ECSs attending the General Assembly. Finally, a workshop dedicated entirely to ECSs seismologists

On Becoming Batman: An Ethnographic Examination of Hero Imagery in Early-Career Residential Life Emergency Management

ERIC Educational Resources Information Center

Molina, Danielle K.

2016-01-01

Emergency response is an essential function of all residential life staff, but particularly for resident assistants serving on the front line. This organizational ethnography examined the role that professional identity played for early-career residential life practitioners engaged in emergency management. The data elucidated heroism as a…

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…

Clinical and Translational Scientist Career Success: Metrics for Evaluation

PubMed Central

Lee, Linda S.; Pusek, Susan N.; McCormack, Wayne T.; Helitzer, Deborah L.; Martina, Camille A.; Dozier, Ann M.; Ahluwalia, Jasjit S.; Schwartz, Lisa S.; McManus, Linda M.; Reynolds, Brian D.; Haynes, Erin N.; Rubio, Doris M.

2012-01-01

Abstract Despite the increased emphasis on formal training in clinical and translational research and the growth in the number and scope of training programs over the past decade, the impact of training on research productivity and career success has yet to be fully evaluated at the institutional level. In this article, the Education Evaluation Working Group of the Clinical and Translational Science Award Consortium introduces selected metrics and methods associated with the assessment of key factors that affect research career success. The goals in providing this information are to encourage more consistent data collection across training sites, to foster more rigorous and systematic exploration of factors associated with career success, and to help address previously identified difficulties in program evaluation. Clin Trans Sci 2012; Volume 5: 400–407 PMID:23067352

Handman and Senson Receive 2003 Walter Sullivan Award for Excellence in Science Journalism-Features

NASA Astrophysics Data System (ADS)

McDonald, Bob; Handman, Jim; Senson, Pat

2004-03-01

Patric Senson and James Handman received the Sullivan Award at AGU Fall Meeting Honors Ceremony, which was held on 10 December 2003, in San Francisco, California. The award honors ``a single article or radio/television report that makes geophysical material accessible and interesting to the general public.'' ``Jim Handman is one of the best kept secrets at CBC Radio. For more than 20 years he has been a bastion of integrity and an endless source of wit and has consistently produced award-winning programs in radio news and current affairs. ``Jim is currently the senior producer of Quirks & Quarks, our national science radio program, now in its 27th season, but this role is only one of many over the course of his extensive broadcasting career.

Enacting Policy: The Capacity of School Leaders to Support Early Career Teachers through Policy Work

ERIC Educational Resources Information Center

Sullivan, Anna M.; Morrison, Chad

2014-01-01

Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study…

Female surgeons' mentoring experiences and success in an academic career in Switzerland.

PubMed

Kaderli, Reto; Muff, Brigitte; Stefenelli, Ulrich; Businger, Adrian

2011-07-18

An increasing proportion of women are working in medicine, although only very few choose surgical specialties and the interest in an academic pursuit is generally smaller among women compared to their male colleagues. The aim of the present study was to analyse factors critical for a successful academic career for female surgeons in Switzerland and to assess the value of mentor-mentee relationships in this context. An anonymous national survey among board-certified female surgeons and female residents was conducted in Switzerland during spring 2008. The support in career advancement was investigated with five scales: networking, career planning, coaching, role model and emotional support scale. Career development was assessed based on the following criteria: number of talks at scientific conferences, number of peer-reviewed publications, participation in research projects, months of research as a fulltime activity, amount of awarded scholarships, amount of obtained third-party funds and number of research awards obtained. In total, 189/318 (59.4%) questionnaires were returned. Mentor-mentee relationships were reported by 109/189 (58%) respondents. The bivariate analysis showed a positive influence on the sum score regarding the respondents who were in a mentor-mentee relationship or who had support in doing household work (p = 0.09). A supporting network, especially in terms of a mentor, is crucial so that female physicians interested in an academic career get the opportunity to accomplish their purpose. There is considerable potential for improvement as almost half of the respondents did not have a mentor in this survey.

Clinical Research Careers: Reports from a NHLBI Pediatric Heart Network Clinical Research Skills Development Conference

PubMed Central

Lai, Wyman W.; Richmond, Marc; Li, Jennifer S.; Saul, J. Philip; Mital, Seema; Colan, Steven D.; Newburger, Jane W.; Sleeper, Lynn A.; McCrindle, Brain W.; Minich, L. LuAnn; Goldmuntz, Elizabeth; Marino, Bradley S.; Williams, Ismee A.; Pearson, Gail D.; Evans, Frank; Scott, Jane D.; Cohen, Meryl S.

2013-01-01

Background Wyman W. Lai, MD, MPH, and Victoria L. Vetter, MD, MPH. The Pediatric Heart Network (PHN), funded under the U.S. National Institutes of Health-National Heart, Lung, and Blood Institute (NIH–NHLBI), includes two Clinical Research Skills Development (CRSD) Cores, which were awarded to The Children's Hospital of Philadelphia and to the Morgan Stanley Children's Hospital of New York–Presbyterian. To provide information on how to develop a clinical research career to a larger number of potential young investigators in pediatric cardiology, the directors of these two CRSD Cores jointly organized a one-day seminar for fellows and junior faculty from all of the PHN Core sites. The participants included faculty members from the PHN and the NHLBI. The day-long seminar was held on April 29, 2009, at the NHLBI site, immediately preceding the PHN Steering Committee meeting in Bethesda, MD. Methods The goals of the seminar were 1) to provide fellows and early investigators with basic skills in clinical research 2) to provide a forum for discussion of important research career choices 3) to introduce attendees to each other and to established clinical researchers in pediatric cardiology, and 4) to publish a commentary on the future of clinical research in pediatric cardiology. Results The following chapters are compilations of the talks given at the 2009 PHN Clinical Research Skills Development Seminar, published to share the information provided with a broader audience of those interested in learning how to develop a clinical research career in pediatric cardiology. The discussions of types of clinical research, research skills, career development strategies, funding, and career management are applicable to research careers in other areas of clinical medicine as well. Conclusions The aim of this compilation is to stimulate those who might be interested in the research career options available to investigators. PMID:21167335

Effects of Career and Marriage on Newlywed Individuals' Marital and Career Satisfaction

ERIC Educational Resources Information Center

McGinley, Donna M.

2009-01-01

Newlywed couples face many challenges in the early years of marriage that can affect their satisfaction with the marital relationship. Research has identified the balance of career and marriage as one of the prominent stressors in newlywed couples lives. However, studies have not explored what is problematic about balancing career and marriage.…

Exploring School-Employer Partnerships to Expand Career Development and Early Work Experiences for Youth with Disabilities

ERIC Educational Resources Information Center

Carter, Erik W.; Trainor, Audrey A.; Cakiroglu, Orhan; Cole, Odessa; Swedeen, Beth; Ditchman, Nicole; Owens, Laura

2009-01-01

Although career development and early work experiences are associated with improved postschool employment outcomes for youth with disabilities, transition personnel report having few natural community partners to support and enhance these experiences. We surveyed 135 chambers of commerce and other employer networks to examine (a) whether and how…

Investigating Practices in Teacher Education That Promote and Inhibit Technology Integration Transfer in Early Career Teachers

ERIC Educational Resources Information Center

Brenner, Aimee M.; Brill, Jennifer M.

2016-01-01

The purpose of this study was to identify instructional technology integration strategies and practices in preservice teacher education that contribute to the transfer of technology integration knowledge and skills to the instructional practices of early career teachers. This study used a two-phase, sequential explanatory strategy. Data were…

An Exploratory Case Study of One Early Career Teacher's Evolving Teaching Practice in Northern Canada

ERIC Educational Resources Information Center

Murray-Orr, Anne; Mitton-Kukner, Jennifer

2017-01-01

This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous…

'You're Not Able to Breathe': Conceptualizing the Intersectionality of Early Career, Gender and Crisis

ERIC Educational Resources Information Center

Misiaszek, Lauren Ila

2015-01-01

Drawing on data from nine focus groups in four countries, I argue for the need to develop a research agenda around the intersectionality of early career, gender and crisis. I first give a brief explanation of the background, methodology and limitations of the study. Second, I lay out some key conceptualizations and their own limitations and then…

A Corpus-Based Investigation of Critical Reflective Practice and Context in Early Career Teacher Settings

ERIC Educational Resources Information Center

Murphy, Bróna

2015-01-01

Reflective practice is at the core of teacher education programmes and is highly regarded as an essential component in the education of new and experienced teachers. Given the recent interest in language use and the role of discourse in articulating knowledge of one's practice, this paper focuses on how two groups of early career teachers from…

Older Women and Their Career Decisions and Compromise.

ERIC Educational Resources Information Center

Gerlicher, Cathie

Career theory is not a new topic, but one with an interesting past. The theories have been developed through working with men in the early days of the study of careers, modified to add women, and then modified even more for men and women in transition. Making a career decision is not a single event that takes place only in one's early adulthood,…

1996 Forum Award Lecture: Preparing Physicists for Careers in a Turbulent Job Market

NASA Astrophysics Data System (ADS)

Aylesworth, Kevin

1996-05-01

The job market in the United States is undergoing a revolution. The average worker can no longer expect to have a single job, or even a single career. For physicists, career prospects are complicated by the uncertain federal funding outlook, and the declining budget for basic research in industry. How the physics community reacts to these sweeping changes will determine if the field thrives or withers. The post World War II history of science funding in the U.S. and its effect on training and careers will be examined along with a discussion of future funding constraints. The new funding policies will seriously challenge the physics community. There are four ways it can respond to the coming changes. It can do nothing, lobby for increased funding, decrease enrollments, or broaden the training of students. The consequences of adopting each of these strategies will be explained.

Responsible Inspiration: The Role of Arts Educators in Career Choice

ERIC Educational Resources Information Center

Whorton, Rachel Tuggle

2016-01-01

The realities of a career in the performing arts can exist in shocking contrast to the sterilized glamour found in bright lights and awards shows. So how might teaching artists continue to cultivate this passion while truly preparing students for continued educational opportunities in their fields and then for the real world? Through responsible…

Teaching Experience and Expectations of Early-Career Academics in Mozambique: The Case of Universidade Eduardo Mondlane

ERIC Educational Resources Information Center

Cossa, Eugénia Flora Rosa; Buque, Domingos Carlos; Fringe, Jorge Jaime dos Santos

2016-01-01

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71…

Teaching Health Education. A Thematic Analysis of Early Career Teachers' Experiences Following Pre-Service Health Training

ERIC Educational Resources Information Center

Pickett, Karen; Rietdijk, Willeke; Byrne, Jenny; Shepherd, Jonathan; Roderick, Paul; Grace, Marcus

2017-01-01

Purpose: The purpose of this paper is to understand early career teachers' perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach: Semi-structured interviews were conducted with 14 primary and secondary trainee…

The Lovelace Award presentation of the Society of NASA Flight Surgeons.

PubMed

White, S C

1997-09-01

The following speech was presented at the Society of NASA Flight Surgeon's annual luncheon meeting on May 11, 1995 in Anaheim, CA. The Randolph C. Lovelace Award is presented annually by the Society. Stanley C. White, M.D., had a very distinguished career in Aerospace Medicine, including working with the Air Force's Man-In-Space and Man-In-Space-Soonest Programs, and, later, as the first Flight Surgeon assigned to the NASA Space Task Group. For these, and numerous other contributions, Dr. White was chosen to receive the Society of NASA Flight Surgeons' 1995 Lovelace Award at the 66th Annual Scientific Meeting of the Aerospace Medical Association. Dr. White, who was a personal acquaintance of Dr. Randy Lovelace for whom the award is named, then captivated the audience with a fascinating speech about Dr. Lovelace. Furthermore, he admonished us to remember the legacy of Dr. Lovelace and the many lessons his wisdom still teaches us today. The following is Dr. White's presentation.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences.

PubMed

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.

Streamlining Appointment, Promotion, and Tenure Procedures to Promote Early-Career Faculty Success.

PubMed

Smith, Shannon B; Hollerbach, Ann; Donato, Annemarie Sipkes; Edlund, Barbara J; Atz, Teresa; Kelechi, Teresa J

2016-01-01

A critical component of the progression of a successful academic career is being promoted in rank. Early-career faculty are required to have an understanding of appointment, promotion, and tenure (APT) guidelines, but many factors often impede this understanding, thwarting a smooth and planned promotion pathway for professional advancement. This article outlines the steps taken by an APT committee to improve the promotion process from instructor to assistant professor. Six sigma's DMAIC improvement model was selected as the guiding operational framework to remove variation in the promotion process. After faculty handbook revisions were made, several checklists developed, and a process review rubric was implemented; recently promoted faculty were surveyed on satisfaction with the process. Faculty opinions captured in the survey suggest increased transparency in the process and perceived support offered by the APT committee. Positive outcomes include a strengthened faculty support framework, streamlined promotion processes, and improved faculty satisfaction. Changes to the APT processes resulted in an unambiguous and standardized pathway for successful promotion. Copyright © 2016 Elsevier Inc. All rights reserved.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences

PubMed Central

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential. PMID:25977754

Studying Criminal Career Length through Early Adulthood among Serious Offenders

ERIC Educational Resources Information Center

Piquero, Alex R.; Brame, Robert; Lynam, Donald

2004-01-01

Much of the research on criminal careers has concentrated on the dimensions of prevalence, frequency, specialization, and desistance. One dimension that has not been the focus of research is career length. Knowledge on the distribution of--and correlates associated with--career length is important for matters related to theory and policy. Using…

Leaky Pipeline Myths: In Search of Gender Effects on the Job Market and Early Career Publishing in Philosophy

PubMed Central

Allen-Hermanson, Sean

2017-01-01

That philosophy is an outlier in the humanities when it comes to the underrepresentation of women has been the occasion for much discussion about possible effects of subtle forms of prejudice, including implicit bias and stereotype threat. While these ideas have become familiar to the philosophical community, there has only recently been a surge of interest in acquiring field-specific data. This paper adds to quantitative findings bearing on hypotheses about the effects of unconscious prejudice on two important stages along career pathways: tenure-track hiring and early career publishing. PMID:28659843

The Impact of Major-Job Mismatch on College Graduates' Early Career Earnings: Evidence from China

ERIC Educational Resources Information Center

Zhu, Rong

2014-01-01

This paper assesses the impact of the mismatch between a college major and job on college graduates' early career earnings using a sample from China. On average, a major-job mismatched college graduate is found to suffer from an income loss that is much lower than the penalty documented in previous studies. The income losses are also found to be…

Tinkering through Transition: On "Doctoring" as an Early-Career Academic in Physical Education and Sport Pedagogy

ERIC Educational Resources Information Center

Williams, Benjamin; Christensen, Erin; Occhino, Joseph

2017-01-01

This article addresses the notion of "making it" as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of…

Career Cartography: From Stories to Science and Scholarship.

PubMed

Wilson, Deleise S; Rosemberg, Marie-Anne S; Visovatti, Moira; Munro-Kramer, Michelle L; Feetham, Suzanne

2017-05-01

To present four case scenarios reflecting the process of research career development using career cartography. Career cartography is a novel approach that enables nurses, from all clinical and academic settings, to actively engage in a process that maximizes their clinical, teaching, research, and policy contributions that can improve patient outcomes and the health of the public. Four early-career nurse researchers applied the career cartography framework to describe their iterative process of research career development. They report the development process of each of the components of career cartography, including destination statement, career map, and policy statement. Despite diverse research interests and career mapping approaches, common experiences emerged from the four nurse researchers. Common lessons learned throughout the career cartography process include: (a) have a supportive mentorship team, (b) start early and reflect regularly, (c) be brief and to the point, (d) keep it simple and avoid jargon, (e) be open to change, (f) make time, and (g) focus on the overall career destination. These four case scenarios support the need for nurse researchers to develop their individual career cartography. Regardless of their background, career cartography can help nurse researchers articulate their meaningful contributions to science, policy, and health of the public. © 2017 Sigma Theta Tau International.

Even the best laid plans sometimes go askew: career self-management processes, career shocks, and the decision to pursue graduate education.

PubMed

Seibert, Scott E; Kraimer, Maria L; Holtom, Brooks C; Pierotti, Abigail J

2013-01-01

Drawing on career self-management frameworks as well as image theory and the unfolding model of turnover, we developed a model predicting early career employees' decisions to pursue graduate education. Using a sample of 337 alumni from 2 universities, we found that early career individuals with intrinsic career goals, who engaged in career planning, who were less satisfied with their career, or who experienced impactful positive career shocks were more likely to intend to go to graduate school. In contrast, individuals with extrinsic career goals who were highly satisfied with their careers were less likely to intend to go to graduate school. Graduate education intentions, career planning, and the impact of having one's mentor leave the organization positively related to actual applications to graduate school. However, having extrinsic career goals, an impactful sooner than expected raise or promotion (a positive career shock), and a negative organizational change (a negative career shock) negatively related to the likelihood of applying. The career shocks' direct relationship to applications to graduate school, regardless of one's intentions, suggests that "the best laid plans" can sometimes be altered by unplanned events. This study contributes to the literatures on career self-management and graduate education and extends the application of the shock construct from the unfolding model of turnover to other career-related decisions. PsycINFO Database Record (c) 2013 APA, all rights reserved.

"What Do You Do All Day?!": Navigating the Challenges of School Leadership as an Early Career Principal

ERIC Educational Resources Information Center

O'Malley, Michael P.; Long, Tanya A.; King, Jeffry

2015-01-01

Multiple and complex issues simultaneously present themselves for the principal's attention. Learning how to identify, prioritize, synthesize, and act in relation to these issues poses a particular challenge to early career principals. This case study engages aspiring and current school leaders in critical reflection upon leadership opportunities…

76 FR 16630 - Announcement of an Award

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-24

... Families (ACF), Office of the Deputy Assistant Secretary and Inter-Departmental Liaison for Early Childhood... Washington, DC, to work with ACF programs on hunger and obesity issues for young children. An award in the... CONTACT: George Askew, MD, FAAP, Senior Policy Advisor for Early Childhood Health and Development, Office...

Towards a Conceptualization of the Early Career Stage of Principalship: Current Research, Idiosyncrasies and Future Directions

ERIC Educational Resources Information Center

Oplatka, Izhar

2012-01-01

This review aims at providing a synthesis of the scholarship that has sought to expand the understanding of the early career stage of principalship by documenting the experiences and tasks of new principals (NPs) in the first three years in the post, and their personal and organizational determinants. The synthesis is based on empirical research…

Social Strategies during University Studies Predict Early Career Work Burnout and Engagement: 18-Year Longitudinal Study

ERIC Educational Resources Information Center

Salmela-Aro, Katariina; Tolvanen, Asko; Nurmi, Jari-Erik

2011-01-01

This longitudinal study spanning 18 years examined the role of social strategies in early career adaptation. The aim was to find out whether individuals' social strategies measured during their university studies had an impact on work burnout and work engagement measured 10-18 years later. A sample of 292 university students completed the SAQ…

Interdisciplinary research career development: building interdisciplinary research careers in women's health program best practices.

PubMed

Domino, Steven E; Bodurtha, Joann; Nagel, Joan D

2011-11-01

The Office of Research on Women's Health (ORWH) and the National Institutes of Health (NIH) Institutes and Centers and the Agency for Health Care Research and Quality (AHRQ) have sponsored an interdisciplinary research career development program in five funding cycles since 2000 through a K12 mechanism titled "Building Interdisciplinary Research Careers in Women's Health (BIRCWH)." As of 2010, 407 scholars have been supported in interdisciplinary women's health research and a total of 63 BIRCWH program awards have been made to 41 institutions across the U.S. In an effort to share practical approaches to interdisciplinary research training, currently funded BIRCWH sites were invited to submit 300-word bullet-point style summaries describing their best practices in interdisciplinary research training following a common format with an emphasis on practices that are innovative, can be reproduced in other places, and advance women's health research. Twenty-six program narratives provide unique perspectives along with common elements and themes in interdisciplinary research training best practices.

Perspectives from early career researchers on the publication process in ecology – a response to Statzner & Resh (2010)

EPA Science Inventory

Two senior ecologists summarised their experience of the scientific publication process (Statzner & Resh, Freshwater Biology, 2010; 55, 2639) to generate discussion, particularly among early career researchers (ECRs). As a group of eight ECRs, we comment on the six trends they d...

COMETS Science. Career Oriented Modules to Explore Topics in Science.

ERIC Educational Resources Information Center

Smith, Walter S.; And Others

COMETS Science (Career Oriented Modules to Explore Topics in Science) was developed to demonstrate to early adolescents that learning mathematics and science concepts can have payoff in a wide variety of careers and to encourage early adolescent students (grades 5-9), especially girls, to consider science-related careers. The program provides 24…

A survey of the opinions of recent veterinary graduates and employers regarding early career business skills.

PubMed

Bachynsky, E A; Dale, V H M; Kinnison, T; Gazzard, J; Baillie, S

2013-06-08

A questionnaire was designed to assess recent veterinary graduates' proficiency in early career business skills, from the perspectives of graduates of 2006-2008 and employers of recent graduates in the UK. Recent graduates perceived themselves to be generally more competent in financial matters than employers considered them to be. However, when specific skills were assessed, graduates felt less prepared than employers considered them to be competent. Overall, graduates and employers rated recent graduates' preparedness/competence as poor to average for all skills, which were regarded as having average to high importance. Both groups commented on the difficulties faced by new graduates in terms of client communication (generally and financially), and having the confidence to charge clients appropriately for veterinary services. The results of this study indicate that veterinary schools need to take a more active role in the teaching of basic finance skills in order to equip graduates with essential early career competencies. It is anticipated that the information reported will help inform undergraduate curriculum development and highlight the need for increased training at the continuing education level.

Honors

NASA Astrophysics Data System (ADS)

2014-01-01

Nine AGU members are among the 102 researchers that U.S. president Barack Obama announced on 23 December as recipients of the Presidential Early Career Awards for Scientists and Engineers, the highest honor bestowed by the U.S. government on science and engineering professionals in the early stages of their independent research careers.

Trajectories of Career Aspirations through Adolescence and Young Adulthood: Early Math Achievement as a Critical Filter

ERIC Educational Resources Information Center

Shapka, Jennifer D.; Domene, Jose F.; Keating, Daniel P.

2006-01-01

Growth curve modelling was used to trace the trajectory of the prestige dimension of career aspirations from Grade 9 through to 3 years after high school, as a function of gender and early high school math achievement. The sample consisted of 218 university-bound adolescents (129 female, 89 male). Initial aspiration levels, the slope, and the…

Army OPMS XXI Affects Careers

DTIC Science & Technology

1999-01-01

Colonel equates to Successful Career Successful branch qualification, and to an extent the type unit (with troops vs. without troops) that you served...the selection opportunities for LTC, it will continue to give hope of reasonable career success to officers who would have previously given up. All...officer by letting them know early on what the reasonable expectations are for gauging their career success . Officers will not feel as great a need to

Early career retention of Malawian medical graduates: a retrospective cohort study.

PubMed

Mandeville, Kate L; Ulaya, Godwin; Lagarde, Mylene; Gwesele, Lyson; Dzowela, Titha; Hanson, Kara; Muula, Adamson S