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

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.

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.

Profiles of Career Education Projects. Second Year's Program. Fiscal Year 1976 Funding.

ERIC Educational Resources Information Center

Pacific Consultants, Washington, DC.

Short summaries are given of 71 exemplary and demonstration career education projects funded by the Office of Career Education in 1976. The profiles are grouped into five categories and arranged alphabetically by State within each category: (1) Incremental Quality Improvement in K-12 Career Education Programs (32 projects); (2) Effective Methods…

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.

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

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

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

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.

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…

Gender differences in publication productivity, academic position, career duration, and funding among U.S. academic radiation oncology faculty.

PubMed

Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Choi, Mehee; Thomas, Charles R; Fuller, Clifton D

2014-05-01

This study aimed to analyze gender differences in rank, career duration, publication productivity, and research funding among radiation oncologists at U.S. academic institutions. For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree, and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (Scopus, Elsevier BV), including numbers of publications from 1996 to 2012 and h-indices. The authors then concatenated these data with National Institutes of Health (NIH) funding per Research Portfolio Online Reporting Tools. The authors performed descriptive and correlative analyses, stratifying by gender and rank. Of 1,031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median m-index, 0.58 (range 0-3.23) versus 0.47 (0-2.5) (P < .05); h-index, 8 (0-59) versus 5 (0-39) (P < .05); and publication number, 26 (0-591) versus 13 (0-306) (P < .05). Men were more likely to be senior faculty and receive NIH funding. After stratifying for rank, these differences were largely nonsignificant. On multivariate analysis, there were correlations between gender, career duration and academic position, and h-index (P < .01). Determinants of a successful career in academic medicine are multifactorial. Data from radiation oncologists show a systematic gender association, with fewer women achieving senior faculty rank. However, women achieving seniority have productivity metrics comparable to those of male counterparts. This suggests that early career development and mentorship of female faculty may narrow productivity disparities.

76 FR 11285 - Notice of Funding Opportunity and Solicitation for Grant Applications (SGA) for the Career...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-01

... Solicitation for Grant Applications (SGA) for the Career Pathways Innovation Fund Grants Program AGENCY... in grant funds authorized by Workforce Investment Act of 1998, Public Law 105-220 to develop and... four goals, including strengthening the role of the public workforce system in career pathway programs...

Gender Differences in Publication Productivity, Academic Position, Career Duration and Funding Among U.S. Academic Radiation Oncology Faculty

PubMed Central

Holliday, Emma B.; Jagsi, Reshma; Wilson, Lynn D.; Choi, Mehee; Thomas, Charles R.; Fuller, Clifton. D.

2015-01-01

Purpose There has been much recent interest in promoting gender equality in academic medicine. This study aims to analyze gender differences in rank, career duration, publication productivity and research funding among radiation oncologists at U.S. academic institutions. Methods For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (SCOPUS, Elsevier BV, Amsterdam, NL), including numbers of publications and h-indices. The authors then concatenated this data with National Institute of Health funding for each individual per Research Portfolio Online Reporting Tools (REPORTer). The authors performed descriptive and correlative analyses, stratifying by gender and rank. Results Of 1031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median h-index (8 (0-59) versus 5 (0-39); P<.05) and publication number (26 (0-591) versus 13 (0-306); P<.05) overall, and were more likely to be senior faculty and receive NIH funding. However, after stratifying for rank, these differences were largely non-significant. On multivariate analysis, there were significant correlations between gender, career duration and academic position, and h-index (P<.01). Conclusions The determinants of a successful career in academic medicine are certainly multi-factorial, particularly in traditionally male-dominated fields. However, data from radiation oncologists show a systematic gender association withfewer women achieving senior faculty rank. However, women who achieve senior status have productivity metrics comparable to their male counterparts. This suggests early career development and mentorship of female faculty may narrow productivity disparities. PMID:24667510

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.

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…

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.

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…

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...

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…

PhD Funding as a Determinant of PhD and Career Research Performance

ERIC Educational Resources Information Center

Horta, Hugo; Cattaneo, Mattia; Meoli, Michele

2018-01-01

This article focuses on the effects of PhD funding on research performance both during the degree and throughout researchers' careers as measured through publications and citations. This analysis draws from a representative sample of researchers holding a doctorate based in Portugal and finds that those funded by grants during the PhD perform…

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…

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.

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.…

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.

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

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

The transforming power of early career acute care surgery research scholarships on academic productivity.

PubMed

Zarzaur, Ben L; Valsangkar, Nakul; Feliciano, David F; Koniaris, Leonidas G

2016-07-01

More than 75% of respondents to an Eastern Association for the Surgery of Trauma survey felt that barriers to research had increased and that acute care surgeon (ACS) academic productivity had decreased. Recent data confirm this impression and show lower academic productivity of junior ACS faculty compared with peers in other general surgical fields. The purpose of this study was to determine if early career acute care surgery research scholarships are associated with improved ACS academic productivity. Faculty data at the Top 55 National Institutes of Health (NIH)-funded departments of surgery (Top 55) were obtained using SCOPUS, NIH, department, and professional society databases. Academic productivity was measured using total publications, citations, and the Hirsch index. Scholarship recipients from the American Association for the Surgery of Trauma and Eastern Association for the Surgery of Trauma were identified. A total of 4,101 surgical faculty (8.3% ACS) who belong to the Top 55 NIH-funded departments of surgery and 85 scholarship recipients were identified. After merging, 34 scholarship recipients (40%) were current faculty at a Top 55 NIH-funded department of surgery, and 24 of those (71%) were ACS faculty. Scholarship recipients had higher median total publications compared with nonrecipients at assistant and associate ranks but not at full professor rank. For all ranks, scholarship recipients were more likely to have NIH funding compared with nonrecipients (33% vs. 11%, p < 0.05). On multivariable analysis, only NIH funding was associated with increased total publications, with an average of 89 more publications over a career (p < 0.05). Research scholarships granted by acute care surgery professional organizations remain largely among ACS faculty in Top 55 NIH-funded departments of surgery. Among junior ACS faculty, recipients are associated with increased academic productivity and NIH funding. To fill the academic productivity gap among junior ACSs

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.

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…

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.

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.

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…

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…

34 CFR 403.161 - How must funds be used under the Comprehensive Career Guidance and Counseling Programs?

Code of Federal Regulations, 2011 CFR

2011-07-01

... Guidance and Counseling Programs? 403.161 Section 403.161 Education Regulations of the Offices of the... the Special Programs? Comprehensive Career Guidance and Counseling Programs § 403.161 How must funds be used under the Comprehensive Career Guidance and Counseling Programs? (a) A State shall use not...

34 CFR 403.161 - How must funds be used under the Comprehensive Career Guidance and Counseling Programs?

Code of Federal Regulations, 2013 CFR

2013-07-01

... Guidance and Counseling Programs? 403.161 Section 403.161 Education Regulations of the Offices of the... the Special Programs? Comprehensive Career Guidance and Counseling Programs § 403.161 How must funds be used under the Comprehensive Career Guidance and Counseling Programs? (a) A State shall use not...

34 CFR 403.161 - How must funds be used under the Comprehensive Career Guidance and Counseling Programs?

Code of Federal Regulations, 2012 CFR

2012-07-01

... Guidance and Counseling Programs? 403.161 Section 403.161 Education Regulations of the Offices of the... the Special Programs? Comprehensive Career Guidance and Counseling Programs § 403.161 How must funds be used under the Comprehensive Career Guidance and Counseling Programs? (a) A State shall use not...

34 CFR 403.161 - How must funds be used under the Comprehensive Career Guidance and Counseling Programs?

Code of Federal Regulations, 2014 CFR

2014-07-01

... Guidance and Counseling Programs? 403.161 Section 403.161 Education Regulations of the Offices of the... the Special Programs? Comprehensive Career Guidance and Counseling Programs § 403.161 How must funds be used under the Comprehensive Career Guidance and Counseling Programs? (a) A State shall use not...

Where are they now? - A case study of the impact of international travel support for early career Arctic researchers

NASA Astrophysics Data System (ADS)

Majaneva, Sanna; Hamon, Gwénaëlle; Fugmann, Gerlis; Lisowska, Maja; Baeseman, Jenny

2016-09-01

Supporting and training the next generation of researchers is crucial to continuous knowledge and leadership in Arctic research. An increasing number of Arctic organizations have developed initiatives to provide travel support for Early Career Researchers (ECRs) to participate in workshops, conferences and meetings and to network with internationally renowned scientific leaders. However, there has been little evaluation of the effectiveness of these initiatives. As a contribution to the 3rd International Conference on Arctic Research Planning, a study was conducted to analyze the career paths of ECRs who received travel funding from the International Arctic Science Committee between the start of the International Polar Year (2007-2008) and 2013. Two surveys were used: one sent to ECRs who received IASC travel support and one as a specific event study to those unsuccessfully applied for IASC travel support to the IPY 2010 Conference. The results of the surveys indicate that travel support was beneficial to both the research and careers of the respondents, especially if the ECR was engaged with a task or responsibility at the event. Survey responses also included suggestions on how funds could be better used to support the next generation of Arctic researchers.

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.

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.

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…

Hayes Receives 2012 Ronald Greeley Early Career Award in Planetary Science: Citation

NASA Astrophysics Data System (ADS)

Leshin, Laurie A.

2013-10-01

Alexander G. Hayes Jr. received the 2012 Ronald Greeley Early Career Award in Planetary Science at the 2012 AGU Fall Meeting, held 3-7 December in San Francisco, Calif. The award recognizes significant early-career contributions to planetary science.

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.

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.

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…

Flying the Nest: How the Home Department Shapes Researchers' Career Paths

ERIC Educational Resources Information Center

Hottenrott, Hanna; Lawson, Cornelia

2017-01-01

This paper studies the importance of the socialization environment--nest--for the career destinations of early career researchers. In a sample of research groups in the fields of science and engineering at universities in Germany, we identify research orientation, output, funding as well as openness to industry and commercialization as relevant…

Award for Distinguished Scientific Early Career Contributions to Psychology: Tania Lombrozo.

PubMed

2016-11-01

APA's Awards for Distinguished Scientific Early Career Contributions to Psychology recognize psychologists who have demonstrated excellence early in their careers. One of the 2016 award winners is Tania Lombrozo, whose "groundbreaking studies have shown just how, and why, explanations are so important to people." Lombrozo's award citation, biography, and bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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

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…

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.

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.

Early Career Summer Interdisciplinary Team Experiences and Student Persistence in STEM Fields

NASA Astrophysics Data System (ADS)

Cadavid, A. C.; Pedone, V. A.; Horn, W.; Rich, H.

2015-12-01

STEPS (Students Targeting Engineering and Physical Science) is an NSF-funded program designed to increase the number of California State University Northridge students getting bachelor's degrees in the natural sciences, mathematics, engineering and computer science. The greatest loss of STEM majors occurs between sophomore and junior- years, so we designed Summer Interdisciplinary Team Experience (SITE) as an early career program for these students. Students work closely with a faculty mentor in teams of ten to investigate regionally relevant problems, many of which relate to sustainability efforts on campus or the community. The projects emphasize hands-on activities and team-based learning and decision making. We report data for five years of projects, qualitative assessment through entrance and exit surveys and student interviews, and in initial impact on retention of the participants.

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…

Career flexibility and family-friendly policies: an NIH-funded study to enhance women's careers in biomedical sciences.

PubMed

Villablanca, Amparo C; Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia P

2011-10-01

Although women receive nearly half of all doctoral degrees and show a high interest in academic careers, the pipeline is leaky. The challenge of balancing life course events with career trajectory is an important determinant leading to premature dropout or slower career advancement. This report describes the findings of the first phase of a National Institute of Health Office of Research on Women's Health (NIH ORWH)-funded study using survey and academic data for exploring satisfaction and awareness of/intent to use specific career flexibility options at the University of California, Davis (UCD). All men and women faculty in the UCD's Schools of Medicine (SOM) and Veterinary Medicine (SVM) and College of Biological Science (CBS) were surveyed. Data also were obtained from deans' offices on use of family-friendly benefits by faculty. Three hundred twenty-five total survey responses were received from the SOM, 83 from SVM, and 64 from CBS, representing 42%, 46%, and 52% of their total faculty, respectively. In each school, large percentages of men (32%-60%) and women (46%-53%) faculty have children under 18 and a moderately high level of demand of family care responsibilities. Women were significantly more likely to be childless, particularly in the SOM (35% vs. 14%, p<0.001). For all schools, documented use of any family-friendly policy was low (0%-11.5%), as was awareness of policies, although both were significantly higher for women than for men. Significantly more women than men wanted to use policies or chose not to, particularly in the SOM (51% vs. 28%, p<0.001, and 37% vs. 23%, p=0.016, respectively), because of multiple barriers. Faculty in all schools agreed/highly agreed that policies were important to recruitment, retention, and career advancement. Family-friendly policies are pertinent to men and women, as both demonstrate interest and need, linked to increased career satisfaction. A family-friendly policy is important, particularly for women in the

Career Flexibility and Family-Friendly Policies: An NIH-Funded Study to Enhance Women's Careers in Biomedical Sciences

PubMed Central

Beckett, Laurel; Nettiksimmons, Jasmine; Howell, Lydia P.

2011-01-01

Abstract Background Although women receive nearly half of all doctoral degrees and show a high interest in academic careers, the pipeline is leaky. The challenge of balancing life course events with career trajectory is an important determinant leading to premature dropout or slower career advancement. This report describes the findings of the first phase of a National Institute of Health Office of Research on Women's Health (NIH ORWH)-funded study using survey and academic data for exploring satisfaction and awareness of/intent to use specific career flexibility options at the University of California, Davis (UCD). Methods All men and women faculty in the UCD's Schools of Medicine (SOM) and Veterinary Medicine (SVM) and College of Biological Science (CBS) were surveyed. Data also were obtained from deans' offices on use of family-friendly benefits by faculty. Results Three hundred twenty-five total survey responses were received from the SOM, 83 from SVM, and 64 from CBS, representing 42%, 46%, and 52% of their total faculty, respectively. In each school, large percentages of men (32%–60%) and women (46%–53%) faculty have children under 18 and a moderately high level of demand of family care responsibilities. Women were significantly more likely to be childless, particularly in the SOM (35% vs. 14%, p<0.001). For all schools, documented use of any family-friendly policy was low (0%–11.5%), as was awareness of policies, although both were significantly higher for women than for men. Significantly more women than men wanted to use policies or chose not to, particularly in the SOM (51% vs. 28%, p<0.001, and 37% vs. 23%, p=0.016, respectively), because of multiple barriers. Faculty in all schools agreed/highly agreed that policies were important to recruitment, retention, and career advancement. Conclusions Family-friendly policies are pertinent to men and women, as both demonstrate interest and need, linked to increased career satisfaction. A family

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

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

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

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.

Award for Distinguished Scientific Early Career Contributions to Psychology: Katie A. McLaughlin.

PubMed

2016-11-01

APA's Awards for Distinguished Scientific Early Career Contributions to Psychology recognize psychologists who have demonstrated excellence early in their careers. One of the 2016 award winners is Katie A. McLaughlin, who has "has articulated important distinctions among the effects of early neglect and abuse and has uncovered specific processes that are disrupted by early adverse environmental experiences." McLaughlin's award citation, biography, and bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

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

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.

The Impact of Scientist-Educator Collaborations: an early-career scientist's perspective

NASA Astrophysics Data System (ADS)

Roop, H. A.

2017-12-01

A decade ago, a forward-thinking faculty member exposed a group of aspiring scientists to the impacts and career benefits of working directly with K-12 students and educators. Ten years later, as one of those young scientists, it is clear that the relationships born out of this early experience can transform a researcher's impact and trajectory in science. Connections with programs like the NSF-funded PolarTREC program, the teacher-led Scientists in the Classroom effort, and through well-coordinated teacher training opportunities there are clear ways in which these partnerships can a) transform student learning; b) serve as a powerful and meaningful way to connect students to authentic research and researchers; and c) help researchers become more effective communicators by expanding their ability to connect their work to society. The distillation of science to K-12 students, with the expert eye of educators, makes scientists better at their work with tangible benefits to skills that matter in academia - securing funding, writing and communicating clearly and having high-value broader impacts. This invited abstract is submitted as part of this session's panel discussion and will explore in detail, with concrete examples, the mutual benefits of educator-scientist partnerships and how sustained engagement can transform the reach, connection and application of research science.

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…

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.

CTE Funding: An Uphill Battle

ERIC Educational Resources Information Center

Baxter, Jamie

2012-01-01

For the last decade, career and technical education (CTE) funding has seen some ups, but mostly downs. While it received a modest increase in 2002, that increase was swept away in 2008 due to across-the-board cuts. It was difficult for CTE to receive another increase in the early 2000s because every year the Bush Administration proposed to either…

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

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.

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

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…

Award for Distinguished Scientific Early Career Contributions to Psychology: Fabian A. Soto.

PubMed

2016-11-01

APA's Awards for Distinguished Scientific Early Career Contributions to Psychology recognize psychologists who have demonstrated excellence early in their careers. One of the 2016 award winners is Fabian A. Soto, whose work "has shed fresh light on a broad range of fundamental psychological issues, including basic associative conditioning, causal judgment, categorization, visual object recognition, and face processing." Soto's award citation, biography, and selected bibliography are presented here. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

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

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.

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.

Getting Funded

PubMed Central

Gill, Thomas M; McDermott, Mary M; Ibrahim, Said A; Petersen, Laura A; Doebbeling, Bradley N

2004-01-01

For aspiring clinical investigators, career development awards provide a primary mechanism for “getting funded.” The objective of this article is to provide information that will facilitate a successful application for a research career development award. Specifically, we discuss important issues that cut across the diverse array of awards, and we highlight the most common sources of funding, including the unique opportunities that are available for underrepresented minorities. The target audience includes junior faculty and fellows who are pursuing or considering a research career in academic medicine, as well as their mentors and program directors. PMID:15109347

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…

Tips for charting the course of a successful health research career

PubMed Central

Mbuagbaw, Lawrence; Morfaw, Frederick; Kunda, John-Eudes L; Mukonzo, Jackson K; Kastner, Jasmine; Zhang, Shiyuan; Kokolo, Madzouka; Thabane, Lehana

2013-01-01

Young health researchers all over the world often encounter difficulties in the early stages of their careers. Formal acquisition of research skills in academic settings does not always offer sufficient guidance to overcome these challenges. Based on the collective experiences of some young researchers and research mentors, we describe some tips for a successful health career and offer some useful resources. These tips include: institutional affiliation, early manuscript writing, early manuscript reviewing, finding a mentor, collaboration and networking, identifying sources of funding, establishing research interests, investing in research methods training, developing interpersonal and personal skills, providing mentorship, and balancing work with everyday life. The rationale behind these tips and how to achieve them is provided. PMID:23650449

Academic Anesthesiology Career Development: A Mixed-Methods Evaluation of the Role of Foundation for Anesthesiology Education and Research Funding.

PubMed

Speck, Rebecca M; Ward, Denham S; Fleisher, Lee A

2018-06-01

In 1986, the American Society of Anesthesiologists created the Foundation for Anesthesiology Education and Research (FAER) to fund young anesthesiology investigators toward the goal of helping launch their academic careers. Determining the impact of the FAER grant program has been of importance. This mixed-methods study included quantitative data collection through a Research Electronic Data Capture survey and curriculum vitae (CV) submission and qualitative interviews. CVs were abstracted for education history, faculty appointment(s), first and last author peer-reviewed publications, grant funding, and leadership positions. Survey nonrespondents were sent up to 3 reminders. Interview questions elicited details about the experience of submitting a FAER grant. Quantitative data were summarized descriptively, and qualitative data were analyzed with NVivo. Of 830 eligible participants, 38.3% (N = 318) completed surveys, 170 submitted CVs, and 21 participated in interviews. Roughly 85% held an academic appointment. Funded applicants were more likely than unfunded applicants to apply for National Institutes of Health funding (60% vs 35%, respectively; P < .01), but the probability of successfully receiving an National Institutes of Health grant did not differ (83% vs 85%, respectively; P = .82). The peer-reviewed publication rate (publications per year since attending medical school) did not differ between funded and unfunded applicants, with an estimated difference in means (95% confidence interval) of 1.3 (-0.3 to 2.9) publications per year. The primary FAER grant mentor for over one-third of interview participants was a nonanesthesiologist. Interview participants commonly discussed the value of having multiple mentors. Key mentor attributes mentioned were availability, guidance, reputation, and history of success. This cross-sectional data demonstrated career success in publications, grants, and leadership positions for faculty who apply for a FAER grant. A FAER

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.

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…

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…

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.…

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

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…

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.

Challenges and opportunities for ELSI early career researchers.

PubMed

Bell, Jessica; Ancillotti, Mirko; Coathup, Victoria; Coy, Sarah; Rigter, Tessel; Tatum, Travis; Grewal, Jasjote; Akcesme, Faruk Berat; Brkić, Jovana; Causevic-Ramosevac, Anida; Milovanovic, Goran; Nobile, Marianna; Pavlidis, Cristiana; Finlay, Teresa; Kaye, Jane

2016-07-08

Over the past 25 years, there has been growing recognition of the importance of studying the Ethical, Legal and Social Implications (ELSI) of genetic and genomic research. A large investment into ELSI research from the National Institutes of Health (NIH) Human Genomic Project budget in 1990 stimulated the growth of this emerging field; ELSI research has continued to develop and is starting to emerge as a field in its own right. The evolving subject matter of ELSI research continues to raise new research questions as well as prompt re-evaluation of earlier work and a growing number of scholars working in this area now identify themselves as ELSI scholars rather than with a particular discipline. Due to the international and interdisciplinary nature of ELSI research, scholars can often find themselves isolated from disciplinary or regionally situated support structures. We conducted a workshop with Early Career Researchers (ECRs) in Oxford, UK, and this paper discusses some of the particular challenges that were highlighted. While ELSI ECRs may face many of the universal challenges faced by ECRs, we argue that a number of challenges are either unique or exacerbated in the case of ELSI ECRs and discuss some of the reasons as to why this may be the case. We identify some of the most pressing issues for ELSI ECRs as: interdisciplinary angst and expertise, isolation from traditional support structures, limited resources and funding opportunities, and uncertainty regarding how research contributions will be measured. We discuss the potential opportunity to use web 2.0 technologies to transform academic support structures and address some of the challenges faced by ELSI ECRs, by helping to facilitate mentoring and support, access to resources and new accreditation metrics. As our field develops it is crucial for the ELSI community to continue looking forward to identify how emerging digital solutions can be used to facilitate the international and interdisciplinary

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

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…

Hayes Receives 2012 Ronald Greeley Early Career Award in Planetary Science: Response

NASA Astrophysics Data System (ADS)

Hayes, Alexander G.

2013-10-01

I am deeply honored to be the inaugural recipient of the Ronald Greeley Early Career Award. Ron was an icon in the field of planetary science, and the establishment of this award is a fitting way to pay tribute to his legacy. I applaud Laurie Leshin, Bill McKinnon, and the rest of the AGU Planetary Science section officers and selection committee for taking the time to organize this memorial. Ron is remembered not only for his fundamental scientific contributions but also for his mentorship and support of early-career scientists, both his own students and postdocs and those of his colleagues.

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

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…

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

Workshop initial report: Expanding the geoscience pipeline by connecting educators with early career IODP scientists

NASA Astrophysics Data System (ADS)

Lewis, J. C.; Cooper, S. K.; Hovan, S. A.; Leckie, R. M.; White, L. D.

2017-12-01

The U.S. is facing challenges in attracting, retaining and diversifying the workforce in the geosciences. A likely contributing factor is the homogeneity of the pool of mentors/role models available both within the workforce and in the U.S. professoriate. Another probable factor is "exposure gaps" among U.S. student populations; i.e., differing access to engaging facets of science, technology, engineering and mathematics (STEM). In response, we organized an 18-day School of Rock workshop onboard the International Ocean Discovery Program (IODP) drilling vessel JOIDES Resolution during a July 2017 transit in the western Pacific. Our objectives were diversity driven, focusing on measures to broaden participation at all levels (i.e., K-12, undergraduate and beyond) in innovative ways (e.g., from place-base curriculum to longitudinal peer mentoring through extracurricular STEM communities). To accomplish this, we designed a recruiting scheme to attract pairs of participants, specifically a teacher from a diverse community and a nearby early-career scientist with an interest in IODP science. By partnering in this way we sought to foster connections that might not naturally emerge, and therein to establish new mechanisms for increased engagement, broader recruitment, enhanced support, and improved retention of students from underrepresented communities in STEM education. We report on initial workshop outcomes that include new curriculum proposals, nascent funding proposals, and innovative connections among secondary educators and early-career scientists. Survey results of our participants gauge the expected impacts of the workshop on perceptions and on plans for future actions aimed at broadening participation.

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.

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

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…

The Influence of a Career Pathways Model and Career Counseling on Students' Career and Academic Self-Efficacy

ERIC Educational Resources Information Center

Stipanovic, Natalie; Stringfield, Sam; Witherell, Eric

2017-01-01

This qualitative study examines the effects of career pathways programming and targeted career counseling services on 71 high school seniors across seven schools engaged in school reforms funded through South Carolina's Education and Economic Development Act (EEDA). EEDA is a statewide, multipronged effort to improve academic achievement,…

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…

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

Australian academic primary health-care careers: a scoping survey.

PubMed

Barton, Christopher; Reeve, Joanne; Adams, Ann; McIntyre, Ellen

2016-01-01

This study was undertaken to provide a snapshot of the academic primary health-care workforce in Australia and to provide some insight into research capacity in academic primary health care following changes to funding for this sector. A convenience sample of individuals self-identifying as working within academic primary health care (n=405) completed an anonymous online survey. Respondents were identified from several academic primary health-care mailing lists. The survey explored workforce demographics, clarity of career pathways, career trajectories and enablers/barriers to 'getting in' and 'getting on'. A mix of early career (41%), mid-career (25%) and senior academics (35%) responded. Early career academics tended to be female and younger than mid-career and senior academics, who tended to be male and working in 'balanced' (teaching and research) roles and listing medicine as their disciplinary background. Almost three-quarters (74%) indicated career pathways were either 'completely' or 'somewhat unclear', irrespective of gender and disciplinary backgrounds. Just over half (51%) had a permanent position. Males were more likely to have permanent positions, as were those with a medical background. Less than half (43%) reported having a mentor, and of the 57% without a mentor, more than two-thirds (69%) would like one. These results suggest a lack of clarity in career paths, uncertainty in employment and a large number of temporary (contract) or casual positions represent barriers to sustainable careers in academic primary health care, especially for women who are from non-medicine backgrounds. Professional development or a mentoring program for primary health-care academics was desired and may address some of the issues identified by survey respondents.

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…

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'…

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.

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…

Career paths and contributions of four cohorts of IV-E funded MSW child welfare graduates.

PubMed

Robin, Sandra C; Hollister, C David

2002-01-01

For the last decade the federal government has provided financial support through Title IV-E of the Social Security Act to schools of social work to provide professional education in child welfare. This study looks at the first four cohorts of graduates who received IV-E funding from one school of social work. Data on MSW graduates from 1993-1996 (N = 73), as well as survey responses (N = 32), were analyzed to ascertain dimensions of their career development in, and contributions to, child welfare social work. Results indicate that the vast majority of graduates funded by IV-E dollars became employed in and stayed in child welfare focused social work, with a strong percentage in public child welfare services, and that these social work-educated social workers are actively involved in shaping the practice, policies and administration of child welfare services.

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…

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…

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

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…

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

Factors in career choice among US nephrologists.

PubMed

McMahon, Gearoid M; Thomas, Lynette; Tucker, J Kevin; Lin, Julie

2012-11-01

There is a projected shortage of kidney specialists, and retention of trainees in nephrology is important. Determining factors that result in choosing a nephrology career could inform future strategies to attract nephrology fellows. An anonymous, internet-based survey was sent to members of the American Society of Nephrology in June 2009. Respondents answered questions about demographics, training background, and career choices. Of the 3399 members, 913 (23%) returned the survey. Mean age was 51.1 ± 10.5 years, and 46.1% were academic nephrologists. In addition, 38.4% of respondents graduated between 2000 and 2009. Interest in nephrology began early in training, with the intellectual aspects of nephrology, early mentoring, and participation in nephrology electives named as the most common reasons in choosing nephrology. Academic nephrologists were more likely to have participated in research in medical school, have a master's degree or PhD, and successfully obtained research funding during training. Academic debt was higher among nonacademic nephrologists. Research opportunities and intellectual stimulation were the main factors for academic nephrologists when choosing their first postfellowship positions, whereas geographic location and work-life balance were foremost for nonacademic nephrologists. These findings highlight the importance of exposing medical students and residents to nephrology early in their careers through involvement in research, electives, and positive mentoring. Further work is needed to develop and implement effective strategies, including increasing early exposure to nephrology in preclinical and clinical years, as well as encouraging participation in research, in order to attract future nephrology trainees.

Factors in Career Choice among US Nephrologists

PubMed Central

McMahon, Gearoid M.; Thomas, Lynette; Tucker, J. Kevin

2012-01-01

Summary Background and objectives There is a projected shortage of kidney specialists, and retention of trainees in nephrology is important. Determining factors that result in choosing a nephrology career could inform future strategies to attract nephrology fellows. Design, settings, participants, & measurements An anonymous, internet-based survey was sent to members of the American Society of Nephrology in June 2009. Respondents answered questions about demographics, training background, and career choices. Results Of the 3399 members, 913 (23%) returned the survey. Mean age was 51.1±10.5 years, and 46.1% were academic nephrologists. In addition, 38.4% of respondents graduated between 2000 and 2009. Interest in nephrology began early in training, with the intellectual aspects of nephrology, early mentoring, and participation in nephrology electives named as the most common reasons in choosing nephrology. Academic nephrologists were more likely to have participated in research in medical school, have a master’s degree or PhD, and successfully obtained research funding during training. Academic debt was higher among nonacademic nephrologists. Research opportunities and intellectual stimulation were the main factors for academic nephrologists when choosing their first postfellowship positions, whereas geographic location and work-life balance were foremost for nonacademic nephrologists. Conclusions These findings highlight the importance of exposing medical students and residents to nephrology early in their careers through involvement in research, electives, and positive mentoring. Further work is needed to develop and implement effective strategies, including increasing early exposure to nephrology in preclinical and clinical years, as well as encouraging participation in research, in order to attract future nephrology trainees. PMID:22956263

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…

Friederike Range: Award for Distinguished Scientific Early Career Contributions to Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology. The 2012 winner is Friederike Range for outstanding contributions to the understanding of the complex social minds of nonhuman animals. Through ingenious experimental approaches,…

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,…

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.

Viewing clinical research career development through the lens of social cognitive career theory.

PubMed

Bakken, Lori L; Byars-Winston, Angela; Wang, Min-Fen

2006-02-01

Issues such as, over commitment, insufficient time, and lack of funding, threaten physicians' entry and sustainability in a research career pathway. Social cognitive career theory is presented as a conceptual framework to critically examine the limitations of the National Institutes of Health's (NIH) efforts to promote the career development of physician-scientists. Special attention is given to the unique challenges of promoting this career pathway for women and underrepresented minorities. The authors propose enhanced recommendations for the career development of physician-scientists and research questions for future studies and program development aimed at advancing the nation's efforts to promote clinical research.

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.

Technical Assistance in Evaluating Career Education Projects. Final Report. Volume II: Final Career Education Evaluation Report.

ERIC Educational Resources Information Center

Stenner, A. Jackson; And Others

This document contains the second of five volumes reporting the activities and results of a career education evaluation project conducted to accomplish the following two objectives: (1) to improve the quality of evaluations by career education projects funded by the United States Office of Career Education (OCE) through the provision of technical…

NSF's Career-Life Balance Initiative and the NSF Astronomy and Astrophysics Postdoctoral Fellowships

NASA Astrophysics Data System (ADS)

Ajhar, Edward A.

2013-01-01

In the fall of 2011, the National Science Foundation (NSF) began the Career-Life Balance Initiative to support graduate students, postdoctoral students, and early-career researchers in STEM fields. NSF is focusing first on its most prestigious programs for early-career scientists---the CAREER program and the postdoctoral programs, including the NSF Astronomy and Astrophysics Postdoctoral Fellowships (AAPF)---where career-life balance opportunities can help retain a significant fraction of early career talent. Subject to budget constraints, NSF plans to further integrate and enhance career-life balance opportunities over time through other programs, like the Graduate Research Fellowships Program and ADVANCE, and subsequently through the broader portfolio of NSF activities. In addition, to comply with Title IX, NSF has regulations to ensure that educational programs that receive NSF funds are free of gender discrimination and harassment. A primary goal of this presentation is to put facts about NSF into the hands of students, faculty, staff, administrators and other policy makers to benefit the advancement of career-life balance in the astronomical community. The presentation focus areas will (1) address common misconceptions about NSF rules regarding parental leave; (2) discuss benefits already available through the AAPF program, Graduate Research Fellowships, and other programs; and (3) listen to community concerns and issues to bring these back to the foundation for consideration. Did you know that NSF allows paid parental leave under many circumstances? For example, the AAPF program currently allows two months of paid parental leave during the fellow's tenure. What are the rules for NSF Graduate Research Fellowships? Come to the session and find out; the answers to such questions might surprise you.

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.

Award for Distinguished Scientific Early Career Contributions to Psychology: Ahmad R. Hariri

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Ahmad R. Hariri, recipient of the Award for Distinguished Scientific Early Career Contributions to Psychology, is cited for pioneering contributions to understanding the neurobiological mechanisms driving individual differences in complex behavior traits. Hariri has integrated molecular genetics, neuropharmacology, neuroimaging, and psychology in…

State Strategies for Financing Career and Technical Education

ERIC Educational Resources Information Center

Foster, Laura Rasmussen; Klein, Steve; Elliott, Barbara

2014-01-01

The "Carl D. Perkins Career and Technical Education Act of 2006" ("Perkins IV" or "Act") authorizes federal funding for career and technical education (CTE) and specifies a formula for distributing those funds. Allocations at the secondary level are based on the number of youths ages 5-17 who reside within a local…

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…

Investigating the sustainability of careers in academic primary care: a UK survey.

PubMed

Calitri, Raff; Adams, Ann; Atherton, Helen; Reeve, Joanne; Hill, Nathan R

2014-12-14

The UK National Health Service (NHS) is undergoing institutional reorganisation due to the Health and Social Care Act-2012 with a continued restriction on funding within the NHS and clinically focused academic institutions. The UK Society for Academic Primary Care (SAPC) is examining the sustainability of academic primary care careers within this climate and preliminary qualitative work has highlighted individual and organisational barriers. This study seeks to quantify the current situation for academics within primary care. A survey of academic primary care staff was undertaken. Fifty-three academic primary care departments were selected. Members were invited to complete a survey which contained questions about an individual's career, clarity of career pathways, organisational culture, and general experience of working within the area. Data were analysed descriptively with cross-tabulations between survey responses and career position (early, mid-level, senior), disciplinary background (medical, scientist), and gender. Pearson chi-square test was used to determine likelihood that any observed difference between the sets arose by chance. Responses were received from 217 people. Career pathways were unclear for the majority of people (64%) and 43% of the workforce felt that the next step in their career was unclear. This was higher in women (52% vs. men 25%; χ(2)(3) = 14.76; p = 0.002) and higher in those in early career (50% vs. senior career, 25%) and mid-career(45%; vs. senior career; χ(2)(6) = 29.19, p < 0.001). The workforce appeared geographically static but unstable with only 50% of people having their contract renewed or extended. The majority of people (59%) have never been promoted by their institution. There were perceptions of gender equality even in the context of females being underrepresented in senior positions (19% vs. males 39%; χ(2)(3) = 8.43, p = 0.015). Despite these findings, the majority of the workforce reported positive organisational

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'…

Bethany Ann Teachman: Award for Distinguished Scientific Early Career Contributions to Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology. The 2012 winner is Bethany Ann Teachman for transformative, translational research integrating social cognition, life-span, and perceptual approaches to investigating clinical…

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…

Barriers and Facilitators of Mentoring for Trainees and Early Career Investigators in Rheumatology Research: Current State, Identification of Needs, and Road Map to an Inter-Institutional Adult Rheumatology Mentoring Program.

PubMed

Ogdie, Alexis; Sparks, Jeffrey A; Angeles-Han, Sheila T; Bush, Kathleen; Castelino, Flavia V; Golding, Amit; Jiang, Yihui; Kahlenberg, J Michelle; Kim, Alfred H J; Lee, Yvonne C; Machireddy, Kirthi; Ombrello, Michael J; Shah, Ami A; Wallace, Zachary S; Nigrovic, Peter A; Makris, Una E

2018-03-01

To determine perceived barriers and facilitators to effective mentoring for early career rheumatology investigators and to develop a framework for an inter-institutional mentoring program. Focus groups or interviews with rheumatology fellows, junior faculty, and mentors were conducted, audiorecorded, and transcribed. Content analysis was performed using NVivo software. Themes were grouped into categories (e.g., mentor-mentee relationship, barriers, and facilitators of a productive relationship). Rheumatology fellows and early career investigators were also surveyed nationwide to identify specific needs to be addressed through an inter-institutional mentoring program. Twenty-five individuals participated in focus groups or interviews. Attributes of the ideal mentee-mentor relationship included communication, accessibility, regular meetings, shared interests, aligned goals, and mutual respect. The mentee should be proactive, efficient, engaged, committed, focused, accountable, and respectful of the mentor's time. The mentor should support/promote the mentee, shape the mentee's goals and career plan, address day-to-day questions, provide critical feedback, be available, and have team leadership skills. Barriers included difficulty with career path navigation, gaining independence, internal competition, authorship, time demands, funding, and work-life balance. Facilitators of a successful relationship included having a diverse network of mentors filling different roles, mentor-mentee relationship management, and confidence. Among 187 survey respondents, the primary uses of an inter-institutional mentoring program were career development planning and oversight, goal-setting, and networking. In this mixed-methods study, tangible factors for optimizing the mentor-mentee relationship were identified and will inform the development of an adult rheumatology inter-institutional mentoring program. © 2017, American College of Rheumatology.

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…

Award for Distinguished Scientific Early Career Contributions to Psychology: Adam K. Anderson

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Adam K. Anderson, recipient of the Award for Distinguished Scientific Early Career Contributions to Psychology, is cited for his outstanding contribution to understanding the representation of emotion and its influence on cognition. By combining psychological and neuroscience techniques with rigorous and creative experimental designs, Anderson has…

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…

Career Technical Education Enhancement Fund Report

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2015

2015-01-01

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 112 colleges provide workforce training, teach basic math and English, and prepare students for transfer to four-year universities and colleges. Senate Bill 852 established the Career Technical Education…

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…

Improving Early Career Science Teachers' Ability to Teach Space Science

NASA Astrophysics Data System (ADS)

Schultz, G. R.; Slater, T. F.; Wierman, T.; Erickson, J. G.; Mendez, B. J.

2012-12-01

The GEMS Space Science Sequence is a high quality, hands-on curriculum for elementary and middle schools, created by a national team of astronomers and science educators with NASA funding and support. The standards-aligned curriculum includes 24 class sessions for upper elementary grades targeting the scale and nature of Earth's, shape, motion and gravity, and 36 class sessions for middle school grades focusing on the interactions between our Sun and Earth and the nature of the solar system and beyond. These materials feature extensive teacher support materials which results in pre-test to post-test content gains for students averaging 22%. Despite the materials being highly successful, there has been a less than desired uptake by teachers in using these materials, largely due to a lack of professional development training. Responding to the need to improve the quantity and quality of space science education, a collaborative of space scientists and science educators - from the University of California, Berkeley's Lawrence Hall of Science (LHS) and Center for Science Education at the Space Sciences Laboratory (CSE@SSL), the Astronomical Society of the Pacific (ASP), the University of Wyoming, and the CAPER Center for Astronomy & Physics Education - experimented with a unique professional development model focused on helping master teachers work closely with pre-service teachers during their student teaching internship field experience. Research on the exodus of young teachers from the teaching profession clearly demonstrates that early career teachers often leave teaching because of a lack of mentoring support and classroom ready curriculum materials. The Advancing Mentor and Novice Teachers in Space Science (AMANTISS) team first identified master teachers who supervise novice, student teachers in middle school, and trained these master teachers to use the GEMS Space Science Sequence for Grades 6-8. Then, these master teachers were mentored in how to coach their

AIP Career Pathways

NASA Astrophysics Data System (ADS)

Palchak, Amanda

2012-02-01

American Institute of Physics (AIP) Career Pathways is a new project funded by the National Science Foundation. One of the goals of AIP Career Pathways is to prepare students to compete for Science, Technology, Engineering, and Mathematics (STEM) careers with a bachelor's degree in physics. In order to do so, I reviewed and compiled useful resources on finding a STEM career with a bachelor's degree in physics. These resources not only supply the job seeker with job postings in STEM careers but also provide them with information on resumes, interviewing skills, and networking. Recently at the 2011 Industrial Physics Forum, I interviewed companies in the private sector to obtain a unique perspective on what types of skills potential employers expect an applicant to posses with a bachelor's degree in physics. Ultimately, these components will be used as supplements at student career workshops held at annual Society of Physics Students Zone Meetings.

Career guidance in England today: reform, accidental injury or attempted murder?

PubMed Central

Roberts, Ken

2013-01-01

In 2011 England's career guidance profession lost its ‘own’ public service organisation and its former dedicated stream of public funding. The immediate causes lay in decisions by the government of the day, but this article revisits the profession's history to seek explanations for its later vulnerability. It is argued that decisions taken early in the profession's history, specifically its complete separation from adult employment services and basing claims to professional expertise almost wholly on occupational psychology, though maybe right at the time, were to have fateful consequences. The article proceeds to argue that career guidance will certainly survive its recent trauma, but the most likely outcome of the current ‘reforms’ – a market in career guidance services – will not create the kind of comprehensive education-to-work bridging service that was once intended and which is still needed. PMID:24009402

Angela J. Grippo: Award for Distinguished Scientific Early Career Contributions to Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology. The 2012 winner is Angela J. Grippo for her creative contributions in investigating the association between depression and cardiovascular disease in preclinical animal models.…

Laurie R. Santos: Award for Distinguished Scientific Early Career Contributions to Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology. The 2012 winner is Laurie R. Santos for creative and insightful investigations of cognition across a broad range of species and psychological domains, illuminating cognitive…

Award for Distinguished Scientific Early Career Contributions to Psychology: Robert E. Ployhart

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Robert E. Ployhart, recipient of the Award for Distinguished Scientific Early Career Contributions to Psychology, is cited for innovative work in examining reactions to staffing practices and efforts to enhance the acceptability of recruitment and staffing practices; for exemplary use of applied statistical models in examining multilevel effects…

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…

Funding Early College High School: Hold Harmless or Shared Commitment

ERIC Educational Resources Information Center

Leonard, Jack

2013-01-01

Early college high schools are a promising but expensive pathway to college readiness. Most such schools are supported with state funds and/or grants. This descriptive case study presents an early college program, now in its fourth year in a traditional high school, in which the families, high school and local community college shared the entire…

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…

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

The Earth Science Women's Network (ESWN) is a network of women geoscientists, many of who are in the early stages of their careers. The mission of ESWN is to promote career development, build community, provide informal mentoring and support, and facilitate professional collaborations, all towards making women successful in their scientific careers. ESWN currently connects over 1000 women across the globe, and includes graduate students, postdoctoral associates, faculty from a diversity of colleges and universities, program managers, and government, non-government and industry researchers. ESWN facilitates communication between its members via an email listserv and in-person networking events, and also provides resources to the broader community through the public Earth Science Jobs Listserv that hosts over 1800 subscribers. With funding from a NSF ADVANCE PAID grant, our primary goals include growing our membership to serve a wider section of the geosciences community, designing and administering career development workshops, promoting professional networking at major scientific conferences, and developing web resources to build connections, collaborations, and peer mentoring for and among women in the Earth Sciences. Recognizing that women in particular face a number of direct and indirect biases while navigating their careers, we aim to provide a range of opportunities for professional development that emphasize different skills at different stages of career. For example, ESWN-hosted mini-workshops at national scientific conferences have targeted skill building for early career researchers (e.g., postdocs, tenure-track faculty), with a recent focus on raising extramural research funding and best practices for publishing in the geosciences literature. More concentrated, multi-day professional development workshops are offered annually with varying themes such as Defining Your Research Identity and Building Leadership Skills for Success in Scientific Organizations

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…

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.

Thomas L. Griffiths: Award for Distinguished Scientific Early Career Contributions to Psychology

ERIC Educational Resources Information Center

American Psychologist, 2012

2012-01-01

Presents a short biography of one of the winners of the American Psychological Association's Award for Distinguished Scientific Early Career Contributions to Psychology (2012). Thomas L. Griffiths won the award for bringing mathematical precision to the deepest questions in human learning, reasoning, and concept formation. In his pioneering work,…

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

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.

Child Care: Information on Integrating Early Care and Education Funding. GAO-16-775R

ERIC Educational Resources Information Center

Alexander, Lamar; Kline, John

2016-01-01

Every year millions of children under the age of 5 participate in federal and state early care and education programs. For fiscal years 2010 to 2015, Congress appropriated almost $48 billion to Head Start and over $31 billion to the Child Care and Development Fund (CCDF), the two largest sources of federal funding for early care and education. To…

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…

Competitive Research Grants and Their Impact on Career Performance

ERIC Educational Resources Information Center

Bloch, Carter; Graversen, Ebbe Krogh; Pedersen, Heidi Skovgaard

2014-01-01

The role of competitive funds as a source of funding for academic research has increased in many countries. For the individual researcher, the receipt of a grant can influence both scientific production and career paths. This paper focuses on the importance of the receipt of a research grant for researchers' academic career paths utilizing a…

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

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.

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.

David Weston – DOE Early Career Research Program Award Winner

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

Weston, David

Plant biologist David Weston is one of this year's U.S. Department of Energy Early Career Research Program award recipients. With this award, he will identify the genes and metabolic functions involved in the exchange of nutrients between certain plants and microbes and study their response to environmental changes in both laboratory and field settings. Deeper fundamental understanding of the symbiotic plant-microbe relationship could reveal pathways to improve bioenergy crop production in nutrient-limiting environments.

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.

Award for Distinguished Scientific Early Career Contributions to Psychology: Christian N. L. Olivers

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Christian N. L. Olivers, winner of the Award for Distinguished Scientific Early Career Contributions to Psychology, is cited for outstanding research on visual attention and working memory. Olivers uses classic experimental designs in an innovative and sophisticated way to determine underlying mechanisms. He has formulated important theoretical…

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 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…

California's Early Learning & Development System: A Review of Funding Streams and Programs

ERIC Educational Resources Information Center

Miller, Kate; Perez, Giannina S.

2010-01-01

California's public early learning and development programs and related services are funded through a range of federal, state and local sources. The purpose and scope of these funding streams vary broadly: some sources are dedicated primarily to serving children, birth to age five, and their families, while others can also be utilized for…

The Florida Position and Career Education.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The document was published to inform the public of Florida activities in career education. Eight components are briefly described, the funding or coordinating organization or institution is identified, and contact for obtaining additional information about each one is given. Described are: Project Pro-CESS, the Professional Career Educator's…

Supervision and Early Career Work Experiences of Estonian Humanities Researchers under the Conditions of Project-Based Funding

ERIC Educational Resources Information Center

Eigi, Jaana; Põiklik, Pille; Lõhkivi, Endla; Velbaum, Katrin

2014-01-01

We analyze a series of interviews with Estonian humanities researchers to explore topics related to the beginning of academic careers and the relationships with supervisors and mentors. We show how researchers strive to have meaningful relationships and produce what they consider quality research in the conditions of a system that is very strongly…

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.

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…

A Design of an Appropriate Early Childhood Education Funding System in China

ERIC Educational Resources Information Center

Xiaodong, Zeng

2008-01-01

This study analyzes the structural reform of local governments funding for early childhood education (ECE) as the general public still casts doubts about the fairness of ECE system in China. A particular case in point is the Shenzhen Municipal Government's reform on their ECE funding system. Because the reform efforts are more about restructuring…

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…

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…

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).

Career Education: Gateway to Better Reading.

ERIC Educational Resources Information Center

Gorton, Patricia C.

Career education is a vehicle which can capitalize on the interests of learning disabled students and, at the same time, show the relevance of academic skills. Project SELECT (Special Education Learning Experiences for Career Training), funded by the Elementary and Secondary Education Act, Title III, was implemented in order to develop a…

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…

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…

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

NASA Astrophysics Data System (ADS)

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

2015-12-01

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

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.

Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

NASA Astrophysics Data System (ADS)

Lee, Sang Eun

This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between

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.

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,…

The "new normal": Adapting doctoral trainee career preparation for broad career paths in science.

PubMed

St Clair, Rebekah; Hutto, Tamara; MacBeth, Cora; Newstetter, Wendy; McCarty, Nael A; Melkers, Julia

2017-01-01

Doctoral recipients in the biomedical sciences and STEM fields are showing increased interest in career opportunities beyond academic positions. While recent research has addressed the interests and preferences of doctoral trainees for non-academic careers, the strategies and resources that trainees use to prepare for a broad job market (non-academic) are poorly understood. The recent adaptation of the Social Cognitive Career Theory to explicitly highlight the interplay of contextual support mechanisms, individual career search efficacy, and self-adaptation of job search processes underscores the value of attention to this explicit career phase. Our research addresses the factors that affect the career search confidence and job search strategies of doctoral trainees with non-academic career interests and is based on nearly 900 respondents from an NIH-funded survey of doctoral students and postdoctoral fellows in the biomedical sciences at two U.S. universities. Using structural equation modeling, we find that trainees pursuing non-academic careers, and/or with low perceived program support for career goals, have lower career development and search process efficacy (CDSE), and receive different levels of support from their advisors/supervisors. We also find evidence of trainee adaptation driven by their career search efficacy, and not by career interests.

The Funding of Early Care and Education Programmes in Sweden, 1845-1943

ERIC Educational Resources Information Center

Westberg, Johannes

2011-01-01

What significance did donations, bequests, tuition fees and fund-raising events have for early care and education programmes during the nineteenth and early twentieth century? Through an examination of 24 Swedish infant schools, day nurseries and free kindergartens, this article verifies that donations and bequests were essential for the economy…

Marguerita Lightfoot: Award for Distinguished Early 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 Early Career Contributions to Psychology in the Public Interest. The 2012 winner is Marguerita Lightfoot for her leadership, innovation, and commitment to applying psychological principles to develop behavioral health interventions for…

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…

Evaluating Career Development Resources: Lessons from the Earth Science Women's Network (ESWN)

NASA Astrophysics Data System (ADS)

Kogan, M.; Laursen, S. L.

2010-12-01

Retention of geoscientists throughout the professional pipeline is especially challenging in the case of groups that are already underrepresented in science, including racial minorities and women. The Earth Science Women’s Network (ESWN) is a professional network of early-career female geoscientists that provides its members with a variety of career resources, through both informal, online and in-person networking and formal career development workshops. The group’s members are of diverse nationalities and racial/ethnic backgrounds, of various age cohorts and career stages, but primarily graduate students, postdocs, and early-career researchers. With funding from an NSF ADVANCE grant to ESWN, we have conducted a detailed survey of ESWN members as part of an evaluation-with-research study that aims to determine the career needs of young geoscientists. The survey data provide information about members’ personal and professional situations, their professional development needs, and obstacles they face as young women scientists. ESWN members indicated a variety of areas of professional growth that would advance their scientific careers, but at all career stages, members chose expanding their professional networks as among their top career needs. Professional networking has established benefits for retention of people from groups underrepresented in science, including women: it introduces young scientists to career best practices and advancement opportunities, provides access to role models, and creates a sense of community. ESWN members strongly indicate that their professional networks benefited from their involvement with the Network. The community aspect of network-building is especially important for people from underrepresented groups, as they often feel alone due to the lack of role models. The intimate character of the ESWN discussion list greatly contributes to its members’ sense of community. Moreover, personal concerns and professional success are

Theodore P. Beauchaine: award for distinguished scientific early career contributions to psychology.

PubMed

2006-11-01

Presents the citation for Theodore P. Beauchaine, who received the Award for Distinguished Scientific Early Career Contributions to Psychology (psychopathology) "for core contributions in developmental psychopathology, especially related to the biological underpinnings of various mental disorders among children, sophisticated and elegant quantitative approaches to these issues, and exemplary work on the prevention of such conditions." A brief profile and a selected bibliography accompany the citation. ((c) 2006 APA, all rights reserved).

J. David Creswell: Award for Distinguished Scientific Early Career Contributions to Psychology.

PubMed

2014-11-01

APA's Awards for Distinguished Scientific Early Career Contributions to Psychology recognize excellent young psychologists who have not held a doctoral degree for more than nine years. One of the 2014 award winners is J. David Creswell, for "outstanding and innovative research on mechanisms linking stress management strategies to disease." Creswell's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

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…

The “new normal”: Adapting doctoral trainee career preparation for broad career paths in science

PubMed Central

St. Clair, Rebekah; Hutto, Tamara; MacBeth, Cora; Newstetter, Wendy; McCarty, Nael A.

2017-01-01

Doctoral recipients in the biomedical sciences and STEM fields are showing increased interest in career opportunities beyond academic positions. While recent research has addressed the interests and preferences of doctoral trainees for non-academic careers, the strategies and resources that trainees use to prepare for a broad job market (non-academic) are poorly understood. The recent adaptation of the Social Cognitive Career Theory to explicitly highlight the interplay of contextual support mechanisms, individual career search efficacy, and self-adaptation of job search processes underscores the value of attention to this explicit career phase. Our research addresses the factors that affect the career search confidence and job search strategies of doctoral trainees with non-academic career interests and is based on nearly 900 respondents from an NIH-funded survey of doctoral students and postdoctoral fellows in the biomedical sciences at two U.S. universities. Using structural equation modeling, we find that trainees pursuing non-academic careers, and/or with low perceived program support for career goals, have lower career development and search process efficacy (CDSE), and receive different levels of support from their advisors/supervisors. We also find evidence of trainee adaptation driven by their career search efficacy, and not by career interests. PMID:28542304

Dual Career Faculty Appointments: A Successful Model from ADVANCE-Nebraska

NASA Astrophysics Data System (ADS)

Holmes, M.; Advance-Nebraska Evaluation Team

2011-12-01

At the University of Nebraska-Lincoln (UNL), 20% of short list candidates for faculty openings in science, engineering and mathematics (STEM) brought an academic partner into the hiring picture between 2008 and 2010, with a peak of 38% in 2010. Having a process in place to address dual career opportunities is a key component in an overall strategy to increase the number of women STEM faculty: 83% of academic scientist women's partners are also academics in STEM, according to a 2009 Stanford report, and 54% of academic scientist men's are. Offering two positions to qualified couples benefits the institution by increasing the chances of recruitment and retention of both candidates. UNL's ADVANCE program, ADVANCE-Nebraska, developed a process to take advantage of dual career opportunities. Nine dual career couples have been hired in the last three years; we expected to hire eight during the five-year life of the grant. We increased the proportion of women in the Engineering College by twenty percent (from n=10 to n=12). The success of the program arises from four key components: early notification to short-list candidates of the dual career program, a point person to coordinate dual career requests across the campus, flexible faculty appointments that provide a variety of opportunities for the partner, and a funding stream to support the partner hire. The point person, the ADVANCE Program Director, was created by the provost through the ADVANCE program. The Director communicates with every short list candidate for each open faculty position and with department and search committee chairs across STEM colleges as soon as the candidate is selected. When there is an eligible partner of the candidate who receives the job offer, if there is approval from the Office of Academic Affairs, the Dean of the target college, and the chair and faculty of the partner's target department, the partner is brought to UNL to interview, and the faculty of the partner's target department

Carolinas Energy Career Center

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

Classens, Anver; Hooper, Dick; Johnson, Bruce

2013-03-31

Central Piedmont Community College (CPCC), located in Charlotte, North Carolina, established the Carolinas Energy Career Center (Center) - a comprehensive training entity to meet the dynamic needs of the Charlotte region's energy workforce. The Center provides training for high-demand careers in both conventional energy (fossil) and renewable energy (nuclear and solar technologies/energy efficiency). CPCC completed four tasks that will position the Center as a leading resource for energy career training in the Southeast: • Development and Pilot of a New Advanced Welding Curriculum, • Program Enhancement of Non-Destructive Examination (NDE) Technology, • Student Support through implementation of a model targetedmore » toward Energy and STEM Careers to support student learning, • Project Management and Reporting. As a result of DOE funding support, CPCC achieved the following outcomes: • Increased capacity to serve and train students in emerging energy industry careers; • Developed new courses and curricula to support emerging energy industry careers; • Established new training/laboratory resources; • Generated a pool of highly qualified, technically skilled workers to support the growing energy industry sector.« less

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

Persistence and uncertainty in the academic career

PubMed Central

Petersen, Alexander M.; Riccaboni, Massimo; Stanley, H. Eugene; Pammolli, Fabio

2012-01-01

Understanding how institutional changes within academia may affect the overall potential of science requires a better quantitative representation of how careers evolve over time. Because knowledge spillovers, cumulative advantage, competition, and collaboration are distinctive features of the academic profession, both the employment relationship and the procedures for assigning recognition and allocating funding should be designed to account for these factors. We study the annual production ni(t) of a given scientist i by analyzing longitudinal career data for 200 leading scientists and 100 assistant professors from the physics community. Our empirical analysis of individual productivity dynamics shows that (i) there are increasing returns for the top individuals within the competitive cohort, and that (ii) the distribution of production growth is a leptokurtic “tent-shaped” distribution that is remarkably symmetric. Our methodology is general, and we speculate that similar features appear in other disciplines where academic publication is essential and collaboration is a key feature. We introduce a model of proportional growth which reproduces these two observations, and additionally accounts for the significantly right-skewed distributions of career longevity and achievement in science. Using this theoretical model, we show that short-term contracts can amplify the effects of competition and uncertainty making careers more vulnerable to early termination, not necessarily due to lack of individual talent and persistence, but because of random negative production shocks. We show that fluctuations in scientific production are quantitatively related to a scientist’s collaboration radius and team efficiency. PMID:22431620

Sripathi Receives 2009 Sunanda and Santimay Basu Early Career Award

NASA Astrophysics Data System (ADS)

2010-03-01

Samireddipalle Sripathi has been awarded the AGU Sunanda and Santimay Basu Early Career Award in Sun-Earth Systems Science. The award recognizes an individual scientist from a developing nation for making outstanding contributions to research in Sun-Earth systems science that further the understanding of both plasma physical processes and their applications for the benefit of society. Sripathi's thesis is entitled “VHF radar studies of E-region plasma irregularities at low latitude.” He was formally presented with the award at the Space Physics and Aeronomy section dinner during the 2009 AGU Fall Meeting, held 14-18 December in San Francisco, Calif.

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…

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…

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…

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.

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

Teachers' Perceptions of Professional Development in Chilean State-Funded Early Childhood Education

ERIC Educational Resources Information Center

Gómez, Mariel; Ford, Laurie

2017-01-01

This article presents the results of a study on professional development in Chilean state-funded early childhood education. Based on a multiple-case study design and drawing on qualitative methods we explored teachers' perspectives on professional development at two early childhood educational centers. Two centers' directors and four early…

The New Statutory Requirements in Careers Guidance in England and the Implications for Careers Provision under the Coalition Government

ERIC Educational Resources Information Center

Chadderton, Charlotte

2015-01-01

The Education Act 2011 passed responsibility for careers guidance in England from local authorities to schools, providing no extra funding or staff training. This paper reports on a project conducted in two schools in East London, which aimed to enhance careers work in response to the new requirements. It argues that whilst schools can enhance…

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.

Making an Adult Careers Service Work

ERIC Educational Resources Information Center

McNair, Stephen

2012-01-01

In the current climate, the launch of the new National Careers Service in England is a cheering ray of light in a gloomy world. Despite fierce constraints on public spending, the government has secured the resources, and political will, and the Skills Funding Agency is now funding a service, which provides online and phone guidance to adults and…

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.

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

The whole is more than the sum of its parts: Added value from a Graduate School as a structuring element within the wider field of early and pre-career support

NASA Astrophysics Data System (ADS)

Hanfland, Claudia; Sprengel, Claudia

2015-04-01

Structured postgraduate programs are a relatively new feature at German Higher Educational Institutions, mainly fostered in the 90ies by the funding programs of the German Science Foundation (Research Training Groups) and the Max-Planck-Association (International Max Planck Research Schools). Since then, funding opportunities for postgraduate programs have equally been set up by the Helmholtz and Leibniz Associations as well as the Excellence Initiative. Today, doctoral candidates can chose from a wide range of training programs to earn a doctoral degree within a structured framework under excellent research conditions. In consequence, the percentage of PhD students in natural sciences that follow a PhD within a structured program has been continuously increasing. Graduate Schools provide a roof under which different curricula can be accommodated. They offer a comprehensive training program, foster interdisciplinary thinking and are a key instrument for quality assurance by providing rules relevant and equal to all doctoral candidates regardless of funding or affiliation. With more and more Graduate Schools becoming a permanent feature in the training of doctoral candidates, universities and research institutions are provided with a tool to create added value for the whole range of early career scientists and beyond. The Alfred Wegener Institute for Polar and Marine Research (AWI) is currently developing a comprehensive strategy for early and pre-career support with the aim to provide a continuous support chain from high school students to Postdocs. Included are also the apprentices that get a vocational training at AWI as laboratory assistants, office clerks or qualified IT specialists. AWI aims at establishing a solid training network between these groups (apprentices, high school students, Bc and Ms students, internships, doctoral candidates, and Postdocs) across biographic borders. This network serves more than the classical transition phases from high school

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…

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.

Choosing Your Geosciences Career Path

NASA Astrophysics Data System (ADS)

Paluszkiewicz, T.

2002-12-01

There are many possibilities for rewarding careers in the geosciences including positions in academia, government, industry, and other parts of the private sector. How do you choose the right path to meet your goals and needs and find the right career? What are the tradeoffs and strategic moves that you should make at different stages in your career? Some of the pros and cons between soft-money research, government research, and management and industry positions are discussed from a personal perspective. In addition this presentation will provide some perspective on different career choices as seen by program managers in funding agencies. The competing priorities between work life and private life are discussed with the some thoughts on compromising between "having it all" and finding what works for you.

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

"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...

Financing Early Care and Education: Funding and Policy Choices in a Changing Fiscal Environment.

ERIC Educational Resources Information Center

Clothier, Steffanie; Clemens, Beth; Poppe, Julie

Because of an increasingly challenging fiscal climate, state lawmakers are faced with making tough financial decisions regarding their early childhood systems. This document describes and examines various funding sources used when making decisions about possible early childhood initiatives combined with policy choices that may be considered in…

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.

Global Neurology: Navigating Career Possibilities.

PubMed

Schiess, Nicoline; Saylor, Deanna; Zunt, Joseph

2018-04-01

Neurology has not typically been associated with international relief work; however, with the growth of chronic cardiovascular disease and stroke associated with unhealthy eating and sedentary ways, the appearance of "new" neurologic diseases, such as the Zika and West Nile viruses, and the high numbers of seizure disorders resulting from neuroinfectious diseases, more opportunities are arising for international and globally oriented neurologists. Multiple opportunities exist for developing a global clinician-educator career pathway, including private institutions, nongovernmental organizations, government-funded opportunities such as Medical Education Partnership Initiative, Fogarty and Fulbright Scholarships, and the American Academy of Neurology's Global Health Section. Furthermore, increasing research capacity in developing countries and increased funding opportunities for global health research have led to new opportunities for neurologists to establish global health research careers. These opportunities could not have come at a better time, as many faculty members have noted a particularly strong interest in global neurology from medical students and residents. Career categories and opportunities for neurologists desiring to work globally are discussed along with the emerging "global neurologist" academic pathway. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms

ERIC Educational Resources Information Center

Pelatti, Christina Yeager; Dynia, Jaclyn M.; Logan, Jessica A.; Justice, Laura M.; Kaderavek, Joan

2016-01-01

Background: Although classroom quality is an important consideration, few recent research studies have examined the process and structural quality in publicly funded early childhood education (ECE) and inclusive ECE classrooms. This study provides an important contribution to the literature by comparing two conceptualizations of quality in…

Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training.

PubMed

Byars-Winston, Angela; Gutierrez, Belinda; Topp, Sharon; Carnes, Molly

2011-01-01

Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors.

Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training

PubMed Central

Byars-Winston, Angela; Gutierrez, Belinda; Topp, Sharon; Carnes, Molly

2011-01-01

Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin–Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students’ activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants’ career behaviors. PMID:22135370

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…

Career pathways in research: support and management.

PubMed

Kenkre, J E; Foxcroft, D R

This article, the third in the series on career pathways, highlights support and management careers open to nurses working in the NHS and research and development, or people working for funding bodies or charitable organisations. These roles involve ensuring that the right infrastructure is in place to support research projects, and the correct decisions are made about which research projects should be supported and commissioned.

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…

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…

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…

Stories from early-career women physicians who have left academic medicine: a qualitative study at a single institution.

PubMed

Levine, Rachel B; Lin, Fenny; Kern, David E; Wright, Scott M; Carrese, Joseph

2011-06-01

The number of women in academic medicine has steadily increased, although gender parity still does not exist and women leave academics at somewhat higher rates than men. The authors investigated the reasons why women leave careers in academic medicine. Semistructured, one-on-one interviews were conducted in 2007-2008 with 20 women physicians who had left a single academic institution to explore their reasons for opting out of academic careers. Data analysis was iterative, and an editing analysis style was used to derive themes. A lack of role models for combining career and family responsibilities, frustrations with research (funding difficulties, poor mentorship, competition), work-life balance, and the institutional environment (described as noncollaborative and biased in favor of male faculty) emerged as key factors associated with a decision to leave academic medicine for respondents. Faced with these challenges, respondents reevaluated their priorities and concluded that a discrepancy existed between their own and institutional priorities. Many respondents expressed divergent views with the institutional norms on how to measure success and, as a consequence, felt that they were undervalued at work. Participants report a disconnection between their own priorities and those of the dominant culture in academic medicine. Efforts to retain women faculty in academic medicine may include exploring the aspects of an academic career that they value most and providing support and recognition accordingly.

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,…

Conflicting Interests in the Funding of the Early Two-Year College

ERIC Educational Resources Information Center

Pedersen, Robert

2005-01-01

Our understanding of the funding of public junior colleges prior to 1940 has been strongly influenced by the ideology of current scholars. A close reading of the historical record reveals that early junior colleges were rarely subsidized by states. Rather, their costs were met by approximately equal contributions of local tax revenue and unaided…

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…

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.

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.

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.

Identifying and Applying for Professional Development Funding.

PubMed

Hyden, Christel; Escoffery, Cam; Kenzig, Melissa

2015-07-01

Participation in ongoing professional development can be critical for maintaining up-to-date knowledge in your field, as well as preparing for promotions and job changes. Career development activities may include formal classroom education, web-based courses, on-the-job training, workshops and seminars, professional conferences, and self-study programs. Developing a career development plan, cultivating a team to support your goals, and actively pursuing continuing education and skill-building opportunities are important across all career stages. However, the financial cost of these opportunities can often place them beyond reach. In this commentary, we summarize several potential sources for career development funding as well as best practices for completing the application process. © 2015 Society for Public Health Education.

"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…

Career Development Needs of Low Socio-Economic Status University Students

ERIC Educational Resources Information Center

Doyle, Erin

2011-01-01

With increased funding from the Australian federal government to improve the enrolments of students with low socio-economic status into university, identifying the career needs of this student cohort is of utmost importance, if indeed they are different from other university students. This will ensure career services offer comprehensive and…

Toward a Framework for Multicultural STEM-Focused Career Interventions.

PubMed

Byars-Winston, Angela

2014-12-14

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

Toward a Framework for Multicultural STEM-Focused Career Interventions

PubMed Central

Byars-Winston, Angela

2015-01-01

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

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…

Technical Assistance in Evaluating Career Education Projects. Final Report. Volume I: Summary Volume.

ERIC Educational Resources Information Center

Stenner, A. Jackson; And Others

This document contains the first of five volumes reporting the activities and results of a career education evaluation project conducted to accomplish the following two objectives: (1) to improve the quality of evaluations by career education projects funded by the United States Office of Career Education (OCE) through the provision of technical…

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.

UNCF, Thurgood Marshall Collaboration Encourages Teaching Careers in Math, Science

ERIC Educational Resources Information Center

Black Issues in Higher Education, 2005

2005-01-01

The Thurgood Marshall Scholarship Fund, the United Negro College Fund, and the Siemens Foundation have collaborated to establish the Siemens Teacher Scholarships, aimed at encouraging minority students to pursue teaching careers in math and science. This brief article discusses the details of the new program.

Career Opportunities: Career Technical Education and the College Completion Agenda. Part II: Inventory and Analysis of CTE Programs in the California Community Colleges

ERIC Educational Resources Information Center

Moore, Colleen; Jez, Su Jin; Chisholm, Eric; Shulock, Nancy

2012-01-01

The Obama Administration has once again demonstrated the important role community colleges play in educating the nation's workforce and boosting the nation's economy with its recently proposed Community College to Career Fund. This $8 billion fund is aimed at forging partnerships between colleges and businesses to train workers for good-paying…

Funding research in the twenty-first century: current opinions and future directions.

PubMed

Squitieri, Lee; Chung, Kevin C

2014-08-01

For all academic biomedical researchers, the process of submitting grants and securing research funding is a critical part of advancing one's career. In the current era of decreasing new grant awards and renewals leading to significantly worse success rates, it is hard for young aspiring physician-scientists to remain optimistic regarding their future in academic medicine. It is important that today's young surgeon-scientists prepare for and adapt to the inevitably changing climate of research funding. This article provides a primer on developing a successful career as a funded surgeon-scientist and pathways for building a robust research platform worthy of extramural National Institutes of Health funding in the twenty-first century. Copyright © 2014 Elsevier Inc. All rights reserved.

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…

Sex Differences Among Career Development Awardees in the Attainment of Independent Research Funding in a Department of Medicine

PubMed Central

Yeh, Hsin-Chieh; Clark, Jeanne M.; Weisfeldt, Myron L.; Choi, Terry; MacDonald, Susan M.

2015-01-01

Abstract Background: National data suggest that women are overall less likely than men to attain independent research funding. However, it remains unclear whether such sex differences are also observed in academic institutions that have integrated diversity in the workplace as a priority. Methods: During 1999–2008, all National Institutes of Health (NIH) Career Development (K01, K08, or K23) awardees in the Department of Medicine at Johns Hopkins University School of Medicine were identified to investigate differences in the attainment of independent funding by sex, including NIH Research Project Grant (R01) or equivalent awards, (U01, P01, P50), and any R award (also R03, R21, R34) through 2012. Results: A similar number of men (n = 49) and women (n = 43) received a K award. There were no significant sex differences in attaining an R01/equivalent award or any R award. The median time to attaining the first R01/equivalent award was similar for men and women (5.6 vs. 5.3 years, p = 0.93). The actuarial rate of R01/equivalent award attainment at 10 years was 64% overall (56% among men vs. 74% among women; log-rank p = 0.41). For any R award, the rate was 72% overall (70% among men vs. 76% among women; log-rank p = 0.63). In Cox proportional hazards models, adjusting for race/ethnicity, age, Doctor of Medicine (MD) degree, and funding period, sex was not an independent predictor of R01/equivalent or any R award attainment. Interestingly, black race and/or Hispanic ethnicity significantly predicted any R award attainment (adjusted hazard ratio [HR] = 2.34, 95% confidence interval [CI] 1.02–5.37). Conclusions: No sex differences were found in the attainment of independent funding by K awardees in our study. Future studies to investigate the impact of specific diversity initiatives on subsequent success in attaining independent research funding are needed. PMID:26291588

Sex Differences Among Career Development Awardees in the Attainment of Independent Research Funding in a Department of Medicine.

PubMed

Kalyani, Rita Rastogi; Yeh, Hsin-Chieh; Clark, Jeanne M; Weisfeldt, Myron L; Choi, Terry; MacDonald, Susan M

2015-11-01

National data suggest that women are overall less likely than men to attain independent research funding. However, it remains unclear whether such sex differences are also observed in academic institutions that have integrated diversity in the workplace as a priority. During 1999-2008, all National Institutes of Health (NIH) Career Development (K01, K08, or K23) awardees in the Department of Medicine at Johns Hopkins University School of Medicine were identified to investigate differences in the attainment of independent funding by sex, including NIH Research Project Grant (R01) or equivalent awards, (U01, P01, P50), and any R award (also R03, R21, R34) through 2012. A similar number of men (n = 49) and women (n = 43) received a K award. There were no significant sex differences in attaining an R01/equivalent award or any R award. The median time to attaining the first R01/equivalent award was similar for men and women (5.6 vs. 5.3 years, p = 0.93). The actuarial rate of R01/equivalent award attainment at 10 years was 64% overall (56% among men vs. 74% among women; log-rank p = 0.41). For any R award, the rate was 72% overall (70% among men vs. 76% among women; log-rank p = 0.63). In Cox proportional hazards models, adjusting for race/ethnicity, age, Doctor of Medicine (MD) degree, and funding period, sex was not an independent predictor of R01/equivalent or any R award attainment. Interestingly, black race and/or Hispanic ethnicity significantly predicted any R award attainment (adjusted hazard ratio [HR] = 2.34, 95% confidence interval [CI] 1.02-5.37). No sex differences were found in the attainment of independent funding by K awardees in our study. Future studies to investigate the impact of specific diversity initiatives on subsequent success in attaining independent research funding are needed.

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

Excessive workload, uncertain career opportunities and lack of funding are important barriers to recruiting and retaining primary care medical researchers: a qualitative interview study.

PubMed

Thomsen, Janus Laust; Jarbøl, Dorthe; Søndergaard, Jens

2006-10-01

Research activity in primary care has been steadily increasing, but is still insufficient and more researchers are needed. Many initiatives have been launched to recruit and retain primary care researchers, but only little is known about barriers and facilitators to a research career in primary care. To examine barriers and facilitators to recruiting and retaining primary care medical researchers. Semi-structured interviews with 33 primary care medical researchers, all medical doctors. We used a phenomenological approach to analysing the interviews. Important barriers to pursuing a research career in primary care were heavy workload, isolation at work, short-term funding and low salary. Important facilitators to attracting and retaining primary care researchers were the desire and opportunity to improve primary care, the flexible working conditions, the career opportunities, including the possibility of combining university-based research with clinical work and a friendly and competent research environment. Better strategies for recruiting and retaining researchers are a prerequisite for the development of primary care, and in future the main emphasis should be on working conditions, networking and mentoring. Studies including those primary care physicians who have chosen not to do research are highly needed.

Origins, Chronology, and Current Status of the National Research Center for Career and Technical Education: 1963-2012

ERIC Educational Resources Information Center

Lewis, Morgan V.; Stone, James R., III

2013-01-01

The National Research Center for Career and Technical Education (NRCCTE) had a unique status among federally funded research and development center in education. Its funding was authorized by the federal legislation for career and technical and administered by the Office of Vocational and Adult Education, not the Institute for Education Sciences.…

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

2015-01-01

There have been longstanding concerns over Malawian doctors migrating to high-income countries. Early career is a particularly vulnerable period. After significant policy changes, we examined the retention of recent medical graduates within Malawi and the public sector. We obtained data on graduates between 2006 and 2012 from the University of Malawi College of Medicine and Malawi Ministry of Health. We utilised the alumni network to triangulate official data and contacted graduates directly for missing or uncertain data. Odds ratios and chi-squared tests were employed to investigate relationships by graduation year and gender. We traced 256 graduates, with complete information for more than 90%. Nearly 80% of registered doctors were in Malawi (141/178, 79.2%), although the odds of emigration doubled with each year after graduation (odds ratio = 1.98, 95% CI = 1.54-2.56, P < 0.0001). Of the 37 graduates outside Malawi (14.5%), 23 (62.2%) were training in South Africa under a College of Medicine sandwich programme. More than 80% of graduates were working in the public sector (185/218, 82.6%), with the odds declining by 27% for each year after graduation (odds ratio = 0.73, 95% CI = 0.61-0.86, P < 0.0001). While most doctors remain in Malawi and the public sector during their early careers, the odds of leaving both increase with time. The majority of graduates outside Malawi are training in South Africa under visa restrictions, reflecting the positive impact of postgraduate training in Malawi. Concerns over attrition from the public sector are valid and require further exploratory work. © 2014 The Authors. Tropical Medicine & International Health Published by John Wiley & Sons Ltd.

The Benefits of Publishing Systematic Quantitative Literature Reviews for PhD Candidates and Other Early-Career Researchers

ERIC Educational Resources Information Center

Pickering, Catherine; Byrne, Jason

2014-01-01

Universities increasingly expect students to publish during a PhD candidature because it benefits the candidate, supervisor, institution, and wider community. Here, we describe a method successfully used by early-career researchers including PhD candidates to undertake and publish literature reviews--a challenge for researchers new to a field. Our…

Work-Life Interferences in the Early Stages of Academic Careers: The Case of Precarious Researchers in Italy

ERIC Educational Resources Information Center

Bozzon, Rossella; Murgia, Annalisa; Poggio, Barbara; Rapetti, Elisa

2017-01-01

This paper addresses the topic of work-life interferences in academic contexts. More specifically, it focuses on early career researchers in the Italian university system. The total availability required from those who work in the research sector is leading to significant transformations of the temporalities of work, especially among the new…

Career Advancement through Bilingual Education Skills. Project CABES, 1987-1988.

ERIC Educational Resources Information Center

Berney, Tomi D.; Velazquez, Clara

This report evaluates Project CABES (Career Advancement through Bilingual Education Skills) during its second year of extension of a federal funding cycle at New York's Seward Park High School. The major goal of Project CABES was to provide career advancement skills to 250 Hispanic 9th- through 12-grade students of limited English proficiency…

Bridging the Generation Gap: A Rapid Early Career Hire Training Program

NASA Technical Reports Server (NTRS)

Rieber, Richard R.; Coffee, Thomas; Dong, Shuonan; Infield, Samantha I.; Kilbride, Kendra B.; Seibert, Michael A.; Solish, Benjamin S.

2008-01-01

This paper describes a training program to provide Early Career Hires (ECHs) in the aerospace industry with real, rapid, hands-on exposure to multiple phases and multiple disciplines of flight project development. Such a program has become necessary to close the Generation Gap and ensure that aerospace organizations maintain a highly skilled workforce as experienced personnel begin to retire. This paper discusses the specific motivations for and implementation of such a program at the Jet Propulsion Laboratory. However, the essential features are widely applicable to other NASA centers and organizations delivering large llight systems. This paper details the overall program concept, stages of participation by an ECH, oversight and mentoring, program assessment, training project selection, and facilities requirements.

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

PubMed

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 scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants' college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance. © 2018 M. R. Connolly et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teacher Career Ladders in Utah: Perspectives on Early Stages.

ERIC Educational Resources Information Center

Peterson, Ken, Ed.; And Others

The status of teacher career ladders in Utah is discussed from five different perspectives. Jim Wilson, representing the Legislative Research Analyst's Office and General Counsel of the Legislature, speaks about legislative intent from the past year and what legislators thought would happen and wanted to happen regarding career ladder bills which…

Alternative Sources of Funding Early Childhood Education for School Effectiveness in Nigeria

ERIC Educational Resources Information Center

Olubor, Roseline O.; Inua, Ofe I.

2015-01-01

The authors examined the sources of funding early childhood education in existence in Nigeria with a view towards suggesting alternative sources to boost the revenue base for school effectiveness. The diminishing culture of the extended family system and the need for both parents to be in employment coupled with the need to provide access and…

Early Career Teachers' Research Literacy: What Does It Look Like and What Elements Support Its Development in Practice?

ERIC Educational Resources Information Center

Evans, Carol

2017-01-01

This article reviews the effectiveness of two projects: "NQT and Beyond; Developing Resilience in Learning and Teaching," and the underpinning conceptual framework (PLSP) in supporting early career teachers' (ECTs') development of their research literacy. Evidence of effective integration of research into practice is illustrated through…

Gender contributes to personal research funding success in The Netherlands.

PubMed

van der Lee, Romy; Ellemers, Naomi

2015-10-06

We examined the application and review materials of three calls (n=2,823) of a prestigious grant for personal research funding in a national full population of early career scientists awarded by the Netherlands Organization for Scientific Research (NWO). Results showed evidence of gender bias in application evaluations and success rates, as well as in language use in instructions and evaluation sheets. Male applicants received significantly more competitive "quality of researcher" evaluations (but not "quality of proposal" evaluations) and had significantly higher application success rates than female applicants. Gender disparities were most prevalent in scientific disciplines with the highest number of applications and with equal gender distribution among the applicants (i.e., life sciences and social sciences). Moreover, content analyses of the instructional and evaluation materials revealed the use of gendered language favoring male applicants. Overall, our data reveal a 4% "loss" of women during the grant review procedure, and illustrate the perpetuation of the funding gap, which contributes to the underrepresentation of women in academia.

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).

Career patterns of healthcare executives.

PubMed

Fahey, D F; Myrtle, R C

2001-02-01

This research examines the job and career changes of healthcare executives and managers working in different segments of the healthcare industry in the western United States. The results suggest that the job and career patterns in the healthcare delivery sector are undergoing significant transformation. One third of the respondents reports that at least one of their last four job changes was involuntary or unplanned. One half of those attempted to make a career change. This study identifies four different executive and management career patterns. The most common was one of multiple career changes. The second pattern was that of a single career change, followed by a 'traditional' career in which one did not seek a career change. The final pattern was characterized as a movement back and forth between two different segments of the healthcare industry. Age, gender, marital status and education were not associated with any specific career pattern. The need to achieve results early in the respondent's career had a strong influence on career patterns. This study confirms the fluidity of career movement and the changing permeability between the various segments of the healthcare industry. It also suggests that career success increasingly will require broad management experience in those different segments.

Which students will choose a career in psychiatry?

PubMed

Gowans, Margot C; Wright, Bruce J; Brenneis, Fraser R; Scott, Ian M

2011-10-01

In Canada, availability of and access to mental health professionals is limited. Only 6.6% of practising physicians are psychiatrists, a situation unlikely to improve in the foreseeable future. Identifying student characteristics present at medical school entry that predict a subsequent psychiatry residency choice could allow targeted recruiting or support to students early on in their careers, in turn creating a supply of psychiatry-oriented residency applicants. Between 2002 and 2004, data were collected from students in 15 Canadian medical school classes within 2 weeks of commencement of their medical studies. Surveys included questions on career preferences, attitudes, and demographics. Students were followed through to graduation and entry data linked anonymously with residency choice data. Logistic regression was used to identify early predictors of a psychiatry residency choice. Students (n = 1502) (77.4% of those eligible) contributed to the final analysis, with 5.3% naming psychiatry as their preferred residency career. When stated career interest in psychiatry at medical school entry was not included in a regression model, an exit career choice in psychiatry was predicted by a student's desire for prestige, lesser interest in medical compared with social problems, low hospital orientation, and not volunteering in sports. When an entry career interest in psychiatry was included in the model, this variable became the only predictor of an exit career choice in psychiatry. While experience and attitudes at medical school entry can predict whether students will chose a psychiatry career, the strongest predictor is an early career interest in psychiatry.

Implementing College and Career Standards in Math Methods Course for Early Childhood and Elementary Education Teacher Candidates

ERIC Educational Resources Information Center

Lee, Joohi

2016-01-01

This study is purposed to measure the efficacy of implementing College and Career Readiness Standards (CCRS) math standards into math methods courses for early childhood and elementary education teacher candidates at an urban university located in the Dallas and Fort Worth metroplex area. A total of 161 college seniors (teacher candidates)…

Interdisciplinary Research Career Development: Building Interdisciplinary Research Careers in Women's Health Program Best Practices

PubMed Central

Bodurtha, Joann; Nagel, Joan D.

2011-01-01

Abstract Background 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. Methods 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. Results and Conclusions Twenty-six program narratives provide unique perspectives along with common elements and themes in interdisciplinary research training best practices. PMID:21923414

The SULSA Assay Development Fund: accelerating translation of new biology from academia to pharma.

PubMed

McElroy, Stuart P; Jones, Philip S; Barrault, Denise V

2017-02-01

With industry increasingly sourcing preclinical drug discovery projects from academia it is important that new academic discoveries are enabled through translation with HTS-ready assays. However, many scientifically interesting, novel molecular targets lack associated high-quality, robust assays suitable for hit finding and development. To bridge this gap, the Scottish Universities Life Sciences Alliance (SULSA) established a fund to develop assays to meet quality criteria such as those of the European Lead Factory. A diverse project portfolio was quickly assembled, and a review of the learnings and successful outcomes showed this fund as a new highly cost-effective model for leveraging significant follow-on resources, training early-career scientists and establishing a culture of translational drug discovery in the academic community. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Encouraging Subspecialty Practice by Constructively Influencing Trainees Early in their Careers Will Improve Advocacy for Neuro-Ophthalmology among Nigerian Ophthalmologists

PubMed Central

Ogun, Olufunmilola A.

2016-01-01

This study was conducted to assess the current knowledge, attitude, and perception of Nigerian ophthalmologists toward neuro-ophthalmology; identify barriers to the uptake of neuro-ophthalmology as a desired subspecialty; and make recommendations to improve interest in neuro-ophthalmology training. This was a cross-sectional survey of ophthalmology consultants and trainees from the six geopolitical zones of Nigeria, who were attending a national ophthalmology conference. All consenting respondents voluntarily completed a validated self-administered questionnaire. There were 107 respondents comprising 56 males and 51 females. Majority (54.2%) of respondents were aged 40 years and younger. Almost half (47.8%) worked at tertiary level, public health institutions. Only 10.3% worked in private practice. Neuro-ophthalmology exposure was short and occurred mainly during residency (65.7%), while 15% had no exposure at all. Most (80.4%) indicated only nominal interest in neuro-ophthalmology, while only 4.6% indicated a desire to specialize in the field. Financial constraint was the main obstacle to the pursuit of subspecialty training. A total of 86% of respondents admitted that full (34%) or partial (52%) Funding would motivate them to pursue the training. Among respondents desiring part sponsorship, more than half were willing to augment such sponsorship with personal funds. In conclusion, career interest in neuro-ophthalmology is very low among Nigerian ophthalmologists. Late and limited exposure to neuro-ophthalmology during medical training may be contributing factors. Early exposure to neuro-ophthalmology during medical school rotations, coupled with the provision of sponsored subspecialty training opportunities, will serve to increase enrollment in the field. PMID:29349319

"It Seems at the Moment My Career Is Dependent on Factors outside of My Control": Reflections on Graduates' Experiences of Employment and Career Enactment in an Era of Economic Uncertainty and Austerity

ERIC Educational Resources Information Center

Leach, Tony

2017-01-01

This paper explores contested notions of the purpose of education and careers work. The research for the paper examines public sector employee reactions to notion of a psychological contract breach, when cuts in funding put their jobs and careers at risk. It argues that, in this environment, the search for career fulfilment can be marked by…

77 FR 30512 - Native American Career and Technical Education Program; Final Waivers and Extension of Project...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-23

... DEPARTMENT OF EDUCATION Native American Career and Technical Education Program; Final Waivers and... American Career and Technical Education Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.101A. SUMMARY: For 60-month projects funded in fiscal year (FY) 2007 under the Native American Career...

The Development of Research Networks among Early-Career Faculty Members in the Science, Engineering and Health Disciplines

ERIC Educational Resources Information Center

Bankart, Charles Allen Swanson

2012-01-01

The purpose of this study was to develop a better understanding of the patterns and processes of collaboration in the performance of research, as well as to understand why and how early-career faculty members engage in collaborative partnerships. With an eye toward institutional policy and academic programming, special emphasis was placed on how…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Relationship Between OREF Grants and Future NIH Funding Success.

PubMed

Hegde, Vishal; Johansen, Daniel; Park, Howard Y; Zoller, Stephen D; Hamad, Christopher; Bernthal, Nicholas M

2017-08-16

The Orthopaedic Research and Education Foundation (OREF) is the leading specialty-specific nongovernmental organization providing orthopaedic funding in the United States. As extramural research funding has become increasingly difficult to acquire, one mission of the OREF is to support investigators to generate data needed to secure larger extramural funding from agencies such as the National Institutes of Health (NIH). The objectives of this study were to evaluate the rate of translating OREF faculty-level grants into subsequent NIH funding and to determine if there are identifiable factors that increase the rate of converting an OREF grant into NIH funding. This is a retrospective review of OREF grants awarded to full-time faculty orthopaedic surgeons between 1994 and 2014. Grants were analyzed on the basis of award type and were categorized as basic science, clinical, or epidemiological. Sex, individual scholarly productivity, and publication experience were evaluated. All awardees were assessed for subsequent NIH funding using the NIH RePORTER web site. One hundred and twenty-six faculty-level OREF grants were awarded to 121 individuals. Twenty-seven OREF grant awardees (22%) received NIH funding at a mean of 6.3 years after OREF funding. Nineteen (46%) of 41 Career Development Grant winners later received NIH funding compared with 10 (12%) of 85 other award winners. OREF grants for basic science projects were awarded more often (58%) and were more than 4 times as likely to result in NIH funding than non-basic science projects (odds ratio, 4.70 [95% confidence interval, 1.66 to 13.33]; p = 0.0036). Faculty who later received NIH funding had higher scholarly productivity and publication experience (p < 0.05). The OREF grant awardee conversion rate of 22% and, particularly, the 46% for Career Development Grant winners compares favorably with the overall NIH funding success rate (18% in 2014). Faculty-level OREF grants appear to achieve their purpose of

Positive Psychology and Career Development

ERIC Educational Resources Information Center

Robertson, Peter J.

2018-01-01

Positive psychology has been an influential movement within psychology in the early years of the twenty-first century. It is now timely to assess the value of its contribution to career education and guidance. This paper provides a critique of this perspective. Positive psychology can enrich approaches to career development. It can provide a…

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

ERIC Educational Resources Information Center

Leitch, Ruth

2010-01-01

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

Early Career Teachers' Perceptions of Their Preparedness To Teach "Diverse Learners": Insights from an Australian Research Project

ERIC Educational Resources Information Center

Rowan, Leonie; Kline, Jodie; Mayer, Diane

2017-01-01

In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a "Preparation for Teaching Scale" that provided opportunities to selfreport on how well their teacher education program prepared them for 46 areas of…

Evaluation of funding gastroenterology research in Canada illustrates the beneficial role of partnerships

PubMed Central

Sherman, Philip M; Hart, Kimberly Banks; Rose, Keeley; Bosompra, Kwadwo; Manuel, Christopher; Belanger, Paul; Daniels, Sandra; Sinclair, Paul; Vanner, Stephen; Buret, André G

2013-01-01

BACKGROUND: Funders of health research in Canada seek to determine how their funding programs impact research capacity and knowledge creation. OBJECTIVE: To evaluate the impact of a focused grants and award program that was cofunded by the Canadian Institutes of Health Research Institute of Nutrition, Metabolism and Diabetes, and the Canadian Association of Gastroenterology; and to measure the impact of the Program on the career paths of funded researchers and assess the outcomes of research supported through the Program. METHODS: A survey of the recipients of grants and awards from 2000 to 2008 was conducted in 2012. The CIHR Funding Decisions database was searched to determine subsequent funding; a bibliometric citation analysis of publications arising from the Program was performed. RESULTS: Of 160 grant and award recipients, 147 (92%) completed the survey. With >$17.4 million in research funding, support was provided for 131 fellowship awards, seven career transition awards, and 22 operating grants. More than three-quarters of grant and award recipients continue to work or train in a research-related position. Combined research outputs included 545 research articles, 130 review articles, 33 book chapters and 11 patents. Comparative analyses indicate that publications supported by the funding program had a greater impact than other Canadian and international comparators. CONCLUSIONS: Continuity in support of a long-term health research funding partnership strengthened the career development of gastroenterology researchers in Canada, and enhanced the creation and dissemination of new knowledge in the discipline. PMID:24340317

Getting Started in Your Academic Career

NASA Astrophysics Data System (ADS)

Kniel, Kalmia E.

An academic career is certainly one of great fulfillment and pride. After completing graduate school and postdoctoral work, perhaps even spending some time working in industry, it is now time to set up a laboratory, interview graduate students, find funding for these graduate students, adjust to becoming more of a lab manager than a researcher, write several grant proposals, write a syllabus or two, review manuscripts, and write a few of your own (or at least edit your students'), and serve on a myriad of university and departmental committees. Working in academia is a challenging and rewarding career. Being surrounded by the energy of students is contagious, and as you will discover an assistant professor needs that energy. An academic career at any level is the epitome of multitasking; juggling research, teaching, and service activities.

Young transplant surgeons and NIH funding.

PubMed

Englesbe, M J; Sung, R S; Segev, D L

2011-02-01

Transplant surgeons have historically been instrumental in advancing the science of transplantation. However, research in the current environment inevitably requires external funding, and the classic career development pathway for a junior investigator is the NIH K award. We matched transplant surgeons who completed fellowships between 1998 and 2004 with the NIH funding database, and also queried them regarding research effort and attitudes. Of 373 surgeons who completed a fellowship, only 6 (1.8%) received a K award; of these, 3 subsequently obtained R-level funding. An additional 5 individuals received an R-level grant within their first 5 years as faculty without a K award, 3 of whom had received a prior ASTS-sponsored award. Survey respondents reported extensive research experience during their training (78.8% spent median 24 months), a high proportion of graduate research degrees (36%), and a strong desire for more research time (78%). However, they reported clinical burdens and lack of mentorship as their primary perceived barriers to successful research careers. The very low rate of NIH funding for young transplant surgeons, combined with survey results that indicate their desire to participate in research, suggest institutional barriers to access that may warrant attention by the ASTS and the transplant surgery community. ©2010 The Authors Journal compilation©2010 The American Society of Transplantation and the American Society of Transplant Surgeons.

Early Career Teachers' Perceptions and Experiences of Leadership Development: Balancing Structure and Agency in Contrasting School Contexts

ERIC Educational Resources Information Center

Woodhouse, Joan; Pedder, David

2017-01-01

Drawing on the findings of a three-year, longitudinal study investigating early career teachers' (ECTs) experiences and perceptions of leadership development in English secondary schools, this paper highlights, from the perspectives of ECTs, some of the factors that support and facilitate leadership development during the first few years of the…

The Subtlety of Age, Gender, and Race Barriers: A Case Study of Early Career African American Female Principals

ERIC Educational Resources Information Center

Jean-Marie, Gaetane

2013-01-01

While all educational leaders face challenges in achieving success, African American female principals often face a unique set of challenges associated with the complexity of their gender, race, and, as examined in this study, age. This case study investigates the experiences of two highly visible, early career African American female principals…

Nascent Entrepreneurship and the Developing Individual: Early Entrepreneurial Competence in Adolescence and Venture Creation Success during the Career

ERIC Educational Resources Information Center

Obschonka, Martin; Silbereisen, Rainer K.; Schmitt-Rodermund, Eva; Stuetzer, Michael

2011-01-01

What predicts a person's venture creation success over the course of the career, such as making progress in the venture creation process and multiple successful venture creations? Applying a life span approach of human development, this study examined the effect of early entrepreneurial competence in adolescence, which was gathered retrospectively…

76 FR 3926 - Notice of Funding Opportunity and Solicitation for Grant Application (SGA) for Trade Adjustment...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-21

... Solicitation for Grant Application (SGA) for Trade Adjustment Assistance Community College and Career Training... (Reconciliation Act) from the Trade Adjustment Assistance Community College and Career Training Grants funding... expand and improve their ability to deliver education and career training programs that can be completed...

The Unacknowledged Value of Female Academic Labour Power for Male Research Careers

ERIC Educational Resources Information Center

Angervall, Petra; Beach, Dennis; Gustafsson, Jan

2015-01-01

Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital have become both more restricted and more dependent on external funding. These developments are in focus in the present article. Based on ethnographic research and a…

Lenore White Harmon: One Woman's Career Development.

ERIC Educational Resources Information Center

Fouad, Nadya A.

1997-01-01

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

Benchmarking Organizational Career Development in the United States.

ERIC Educational Resources Information Center

Simonsen, Peggy

Career development has evolved from the mid-1970s, when it was rarely linked with the word "organizational," to Walter Storey's work in organizational career development at General Electric in 1978. Its evolution has continued with career development workshops in organizations in the early 1980s to implementation of Corning's organizational career…

Perceptions in health and medical research careers: the Australian Society for Medical Research Workforce Survey.

PubMed

Kavallaris, Maria; Meachem, Sarah J; Hulett, Mark D; West, Catherine M; Pitt, Rachael E; Chesters, Jennifer J; Laffan, Warren S; Boreham, Paul R; Khachigian, Levon M

2008-05-05

To report on the sentiments of the Australian health and medical research (HMR) workforce on issues related to employment and funding opportunities. In August 2006, the Australian Society for Medical Research (ASMR) invited all of its members to participate in an online survey. The survey took the form of a structured questionnaire that focused on career aspirations, career development and training opportunities, attitudes toward moving overseas to work, and employment conditions for medical researchers. Researchers' views on career opportunities, funding opportunities, salary and quality of the working environment; impact of these views on retaining a skilled medical research workforce in Australia. Of the 1258 ASMR members, 379 responded (30% response rate). Ninety-six per cent of respondents were currently based in Australia; 70% had a PhD or equivalent; and 58% were women. Most respondents worked at hospital research centres (37%), independent research institutes (28%) or university departments (24%). Sixty-nine per cent had funding from the National Health and Medical Research Council, with the remainder funded by other sources. Over the previous 5 years, 6% of respondents had left active research and 73% had considered leaving. Factors influencing decisions about whether to leave HMR included shortage of funding (91%), lack of career development opportunities (78%) and poor financial rewards (72%). Fifty-seven per cent of respondents were directly supported by grants or fellowships, with only 16% not reliant on grants for their continuing employment; 62% believed that funding had increased over the previous 5 years, yet only 30% perceived an increase in employment opportunities in HMR. Among the respondents, twice as many men as women held postgraduate qualifications and earned >or= dollars 100 000 a year. Employment insecurity and lack of funding are a cause of considerable anxiety among Australian health and medical researchers. This may have important

"Swim or Sink": State of Induction in the Deployment of Early Career Academics into Teaching at Makerere University

ERIC Educational Resources Information Center

Ssempebwa, Jude; Teferra, Damtew; Bakkabulindi, Fred Edward K.

2016-01-01

Conducted as part of a multi-country study of the teaching-related experiences and expectations of early career academics (ECAs) in Africa, this study investigated the major influences on the teaching practice of ECAs at Makerere University; the mechanisms by which these academics learn to teach; the teaching-related challenges they experience;…

The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities

ERIC Educational Resources Information Center

Trent, John

2016-01-01

This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching…

"Letters to an Early Career Academic": Learning from the Advice of the Physical Education and Sport Pedagogy Professoriate

ERIC Educational Resources Information Center

Enright, Eimear; Rynne, Steven B.; Alfrey, Laura

2017-01-01

Taking our lead from Rilke's "Letters to a Young Poet," this project represents our attempt to stimulate dialogue between 30 physical education and sport pedagogy (PESP) early career academics (ECAs) and 11 PESP professors. First, the ECAs were invited to write a narrative around their experiences as PESP ECAs. Second, a narrative…

Relationship between Early Familial Influences and Personality Traits in Relation to Career Success Outcomes of African American Women

ERIC Educational Resources Information Center

Gardner, Keeba G.

2010-01-01

This study will examine the relationship between career success outcomes of African American women and early familial factors, as well as personality traits. Using a cross-sectional case-control design. the study will use participants who self-identified as African American with two African American parents. They will be randomly selected from a…

Perceived core competency achievements of fellowship and non-fellowship-trained early career pediatric hospitalists.

PubMed

Librizzi, Jamie; Winer, Jeffrey C; Banach, Laurie; Davis, Aisha

2015-06-01

The pediatric hospital medicine (PHM) core competencies were established in 2010 to identify the specific knowledge base and skill set needed to provide the highest quality of care for hospitalized children. The objectives of this study were to examine the perceived core competency achievements of fellowship-trained and non-fellowship-trained early career pediatric hospitalists and identify perceived gaps in our current training models. An anonymous Web-based survey was distributed in November 2013. Hospitalists within 5 years of their residency graduation reported their perceived competency in select PHM core competencies. χ(2) and multiprobit regression analyses were utilized. One hundred ninety-seven hospitalists completed the survey and were included; 147 were non-fellowship-trained and 50 were PHM fellowship graduates or current PHM fellows. Both groups reported feeling less than competent in sedation and aspects of business practice. Non-fellowship-trained hospitalists also reported mean scores in the less than competent range in intravenous access/phlebotomy, technology-dependent emergencies, performing Plan-Do-Study-Act process and root cause analysis, defining basic statistical terms, and identifying research resources. Non-fellowship-trained hospitalists reported mean competency scores greater than fellowship-trained hospitalists in pain management, newborn care, and transitions in care. Early career pediatric hospitalists report deficits in several of the PHM core competencies, which should be considered when designing PHM-specific training in the future. Fellowship-trained hospitalists report higher levels of perceived competency in many core areas. © 2015 Society of Hospital Medicine.

Influential Factors in Career Orientation and Career Aspiration of Early Adolescent Girls.

ERIC Educational Resources Information Center

Rainey, Leslie Martin; Borders, L. DiAnne

1997-01-01

Investigates two models of career development using 276 seventh- and eighth-grade girls and their mothers. Results indicate that in both models, adolescents' agentic characteristics (e.g., independence, assertiveness, willingness to take a stand) and maternal variables (e.g., education, employment, etc.) contributed significantly to adolescents'…

Early career mentoring through the American Society of Pediatric Hematology/Oncology: Lessons learned from a pilot program.

PubMed

Badawy, Sherif M; Black, Vandy; Meier, Emily R; Myers, Kasiani C; Pinkney, Kerice; Hastings, Caroline; Hilden, Joanne M; Zweidler-McKay, Patrick; Stork, Linda C; Johnson, Theodore S; Vaiselbuh, Sarah R

2017-03-01

Effective networking and mentorship are critical determinants of career satisfaction and success in academic medicine. The American Society of Pediatric Hematology/Oncology (ASPHO) mentoring program was developed to support Early Career (EC) members. Herein, the authors report on the initial 2-year outcomes of this novel program. Mentees selected mentors with expertise in different subspecialties within the field from mentor profiles at the ASPHO Web site. Of 23 enrolled pairs, 19 mentors and 16 mentees completed electronic program feedback evaluations. The authors analyzed data collected between February 2013 and December 2014. The authors used descriptive statistics for categorical data and thematic analysis for qualitative data. The overall response rate was 76% (35/46). At the initiation of the relationship, career development and research planning were the most commonly identified goals for both mentors and mentees. Participants communicated by phone, e-mail, or met in-person at ASPHO annual meetings. Most mentor-mentee pairs were satisfied with the mentoring relationship, considered it a rewarding experience that justified their time and effort, achieved their goals in a timely manner with objective work products, and planned to continue the relationship. However, time constraints and infrequent communications remained a challenge. Participation in the ASPHO mentoring program suggests a clear benefit to a broad spectrum of ASPHO EC members with diverse personal and professional development needs. Efforts to expand the mentoring program are ongoing and focused on increasing enrollment of mentors to cover a wider diversity of career tracks/subspecialties and evaluating career and academic outcomes more objectively. © 2016 Wiley Periodicals, Inc.

Early career mentoring through the American Society of Pediatric Hematology/Oncology: Lessons learned from a pilot program

PubMed Central

Badawy, Sherif M.; Black, Vandy; Meier, Emily R.; Myers, Kasiani C.; Pinkney, Kerice; Hastings, Caroline; Hilden, Joanne M.; Zweidler-McKay, Patrick; Stork, Linda C.; Johnson, Theodore S.; Vaiselbuh, Sarah R.

2017-01-01

Background Effective networking and mentorship are critical determinants of career satisfaction and success in academic medicine. The American Society of Pediatric Hematology/Oncology (ASPHO) mentoring program was developed to support Early Career (EC) members. Herein, the authors report on the initial 2-year outcomes of this novel program. Procedure Mentees selected mentors with expertise in different subspecialties within the field from mentor profiles at the ASPHO Web site. Of 23 enrolled pairs, 19 mentors and 16 mentees completed electronic program feedback evaluations. The authors analyzed data collected between February 2013 and December 2014. The authors used descriptive statistics for categorical data and thematic analysis for qualitative data. Results The overall response rate was 76% (35/46). At the initiation of the relationship, career development and research planning were the most commonly identified goals for both mentors and mentees. Participants communicated by phone, e-mail, or met in-person at ASPHO annual meetings. Most mentor–mentee pairs were satisfied with the mentoring relationship, considered it a rewarding experience that justified their time and effort, achieved their goals in a timely manner with objective work products, and planned to continue the relationship. However, time constraints and infrequent communications remained a challenge. Conclusions Participation in the ASPHO mentoring program suggests a clear benefit to a broad spectrum of ASPHO EC members with diverse personal and professional development needs. Efforts to expand the mentoring program are ongoing and focused on increasing enrollment of mentors to cover a wider diversity of career tracks/subspecialties and evaluating career and academic outcomes more objectively. PMID:27616578

Essentials of building a career in nursing research.

PubMed

Cleary, Michelle; Sayers, Jan; Watson, Roger

2016-07-01

Nursing research is fundamental to driving evidence-based practice and achieving safe outcomes for patients. Underpinning the discussion in this paper are nurse researchers who thought strategically during their undergraduate and postgraduate studies to build a body of credible research influencing patient outcomes and, in so doing, establish their careers. To provide an overview of some of the career essentials that support a transition in role for the beginner or emerging researcher, otherwise known as the early career researcher. Early career researchers need to acquire research competencies, to get involved in research teams, and to understand the research landscape and the various associated subtleties/vagaries and career trajectories. This is fundamental for establishing their credibility as researchers, and enabling them to undertake research that will influence policy and practice. Establishing a research career is challenging, and takes time, effort, patience, perseverance and commitment. For beginner researchers, collegial support and mentoring are essential to support a viable, professional, sustainable, enquiring profession, and a satisfying career. Building individual capabilities and collaborative research teams together is fundamental to research success in adapting to new roles and workplaces.

What will it take? Pathways, time and funding: Australian medical students' perspective on clinician-scientist training.

PubMed

Eley, Diann S; Jensen, Charmaine; Thomas, Ranjeny; Benham, Helen

2017-12-08

Clinician-scientists are in decline worldwide. They represent a unique niche in medicine by bridging the gap between scientific discovery and patient care. A national, integrated approach to training clinician-scientists, typically programs that comprise a comprehensive MD-PhD pathway, are customary. Such a pathway is lacking in Australia. The objective was to gather perceptions from Australian medical students on factors they perceive would influence their decision to pursue clinician-scientist training. A cross-sectional mixed methods design used quantitative and qualitative questions in an online self-report survey with medical students from a four-year MD program. Quantitative measures comprised scaled response questions regarding prior experience and current involvement in research, and short- and long-term opinions about factors that influence their decisions to undertake a research higher degree (RHD) during medical school. Qualitative questions gathered broader perceptions of what a career pathway as a clinician-scientist would include and what factors are most conducive to a medical student's commitment to MD-PhD training. Respondents (N = 418; 51% female) indicated Time, Funding and Pathway as the major themes arising from the qualitative data, highlighting negative perceptions rather than possible benefits to RHD training. The lack of an evident Pathway was inter-related to Time and Funding. Themes were supported by the quantitative data. Sixty percent of students have previous research experience of varying forms, and 90% report a current interest, mainly to improve their career prospects. The data emphasise the need for an MD-PhD pathway in Australia. A model that provides an early, integrated, and exclusive approach to research training pathways across all stages of medical education is suggested as the best way to rejuvenate the clinician-scientist. A national pathway that addresses factors influencing career decision making throughout the

Measuring Diversity of the National Institutes of Health-Funded Workforce.

PubMed

Heggeness, Misty L; Evans, Lisa; Pohlhaus, Jennifer Reineke; Mills, Sherry L

2016-08-01

To measure diversity within the National Institutes of Health (NIH)-funded workforce. The authors use a relevant labor market perspective to more directly understand what the NIH can influence in terms of enhancing diversity through NIH policies. Using the relevant labor market (defined as persons with advanced degrees working as biomedical scientists in the United States) as the conceptual framework, and informed by accepted economic principles, the authors used the American Community Survey and NIH administrative data to calculate representation ratios of the NIH-funded biomedical workforce from 2008 to 2012 by race, ethnicity, sex, and citizenship status, and compared this against the pool of characteristic individuals in the potential labor market. In general, the U.S. population during this time period was an inaccurate comparison group for measuring diversity of the NIH-funded scientific workforce. Measuring accurately, we found the representation of women and traditionally underrepresented groups in NIH-supported postdoc fellowships and traineeships and mentored career development programs was greater than their representation in the relevant labor market. The same analysis found these demographic groups are less represented in the NIH-funded independent investigator pool. Although these findings provided a picture of the current NIH-funded workforce and a foundation for understanding the federal role in developing, maintaining, and renewing diverse scientific human resources, further study is needed to identify whether junior- and early-stage investigators who are part of more diverse cohorts will naturally transition into independent NIH-funded investigators, or whether they will leave the workforce before achieving independent researcher status.

Measuring Diversity of the National Institutes of Health-Funded Workforce

PubMed Central

Heggeness, Misty L.; Evans, Lisa; Pohlhaus, Jennifer Reineke; Mills, Sherry L.

2017-01-01

Purpose To measure diversity within the National Institutes of Health (NIH) funded workforce. The authors use a relevant labor market perspective to more directly understand what the NIH can influence in terms of enhancing diversity through NIH policies. Method Using the relevant labor market (defined as those persons with advanced degrees working as biomedical scientists in the United States) as the conceptual framework, and informed by accepted economic principles, the authors used the American Community Survey (ACS) and NIH administrative data to calculate representation ratios of the NIH-funded biomedical workforce from 2008–2012 by race, ethnicity, sex, and citizenship status, and compared this to the pool of characteristic individuals in the potential labor market. Results In general, the U.S. population during this same time period was a poor comparison group to the NIH-funded scientific workforce. Furthermore, the representation of women and traditionally underrepresented groups in NIH-supported postdoc fellowships and traineeships and mentored career development programs was greater than their representation in the relevant labor market. The same analysis found that these demographic groups are less represented in the NIH-funded independent investigator pool. Conclusions While these findings provided a picture of current NIH-funded workforce and a foundation for understanding the federal role in developing, maintaining, and renewing diverse scientific human resources, further study is needed to identify whether junior- and early-stage investigators who are part of more diverse cohorts will naturally transition into independent NIH-funded investigators, or whether they will leave the workforce before achieving independent researcher status. PMID:27224301

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

PubMed

Fahnert, Beatrix

2015-10-01

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

Digital Natives Come of Age: The Reality of Today's Early Career Teachers Using Mobile Devices to Teach Mathematics

ERIC Educational Resources Information Center

Orlando, Joanne; Attard, Catherine

2016-01-01

Digital natives are now of age and comprise the new generation of early career teachers (ECTs). This is an important change in teacher demographics given that new technologies have been introduced into classrooms with expectations that teachers embed them effectively into the teaching of mathematics. This paper draws on the data of three separate…

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

Is pretenure interdisciplinary research a career risk?

NASA Astrophysics Data System (ADS)

Fischer, E. V.; Mackey, K. R. M.; Cusack, D. F.; DeSantis, L. R. G.; Hartzell-Nichols, L.; Lutz, J. A.; Melbourne-Thomas, J.; Meyer, R.; Riveros-Iregui, D. A.; Sorte, C. J. B.; Taylor, J. R.; White, S. A.

2012-08-01

Despite initiatives to promote interdisciplinary research, early-career academics continue to perceive professional risks to working at the interface between traditional disciplines. Unexpectedly, the inherent practical challenges of interdisciplinary scholarship, such as new methodologies and lexicons, are not the chief source of the perceived risk. The perception of risk is pervasive across disciplines, and it persists despite efforts to support career development for individuals with common interests [Mitchell and Weiler, 2011]. Suggestions that interdisciplinary work can go unrewarded in academia [Clark et al., 2011] foster a concern that targeting interdisciplinary questions, such as those presented by climate change, will pose problems for acquiring and succeeding in a tenure-track position. If self-preservation limits the questions posed by early-career academics, a perceived career risk is as damaging as a real one to new transdisciplinary initiatives. Thus, institutions should address the source of this perception whether real or specious.

Laser camp: shining a light on optics careers

NASA Astrophysics Data System (ADS)

Donnelly, Judith; Goyette, Donna; Magnani, Nancy; Wosczyna-Birch, Karen

2008-08-01

Three Rivers Community College offers two associate degree programs in optics/photonics, and graduates have their choice of jobs in New England and across the United States. Nonetheless, students, their parents, teachers and guidance counselors are largely unaware of the career opportunities in the photonics industry. To promote optics/photonics career awareness, we hosted two versions of "Laser Camp" in 2007 and 2008. Hands-on activities were chosen to promote awareness of optical science and technology careers and to provide "take home" information and souvenirs to share with family and friends. In this paper, we discuss the logistics of funding, marketing, permissions, transportation and food service and share our student-tested activities.

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…

Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. An NCPR Working Paper

ERIC Educational Resources Information Center

Rodriguez, Olga; Hughes, Katherine L.; Belfield, Clive

2012-01-01

The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students…

An investigation of the early factors which influence women's career choices in physical science and technology

NASA Astrophysics Data System (ADS)

Payne, Anneliese

The composition of the workforce has begun to undergo a change. The U.S. Department of Labor estimates that women, minorities, and immigrants will constitute 80 percent of the additions to the labor force between 1987 and the year 2000 (Oakes, 1990). The National Science Foundation projects that the United States may have a shortfall of 400,000 scientists and over 250,000 engineers by the year 2006 (Argonne, 1990). Since women are among those who are significantly underrepresented among individuals preparing for a career in science, thirty women who are currently pursuing a successful career in physical science and technology were interviewed. This study determined participants' perceptions of the factors that first influenced an early interest in physical science and technology. The investigation included perceptions regarding: (1) whether certain identifiable events or experiences influenced the decision to pursue science as a career and what those events and experiences were; (2) at what age these events occurred; (3) whether an adult(s) was influential and which adult(s) it was; and (4) identification of where these events and experiences occurred. The interview technique was selected as the best research method for collecting the qualitative and demographic data needed for this study. The results represent the participants' recollections of out-of-school and in-school activities, family, friends and teacher support, self-image during the formative years, parents as the most important factor which influenced an interest in physical science, and major obstacles that had to be overcome by the participants in order to pursue successful careers in physical science and technology. Also included is participants' advice to parents and teachers who want to encourage females to pursue a career in physical science and technology.

How Community Colleges Are Closing the Skills Gap through CTE and STEM Funding Innovations

ERIC Educational Resources Information Center

Lowry, Kimberly; Thomas-Anderson, Tricia

2017-01-01

This chapter summarizes funding trends to support career and technical education (CTE) and science, technology, engineering, and math (STEM) programs at community colleges compared to funding for similar programs at 4-year colleges and universities. Examples of intramural and extramural funding strategies as well as lessons learned and…

Schoolteachers' Constructions of Desirable Educational Leadership: A Career-Stage Perspective

ERIC Educational Resources Information Center

Oplatka, Izhar; Tako, Eitan

2009-01-01

The current study aimed at exploring desirable constructions of educational leadership among Israeli schoolteachers at three different career stages, as well as tracing the origins of these constructions. Based on semi-structured interviews with 10 teachers at early-career stage, 10 at mid-career stage and 10 at late-career stage, the study first…

RE-ENGINEERING PRIMARY HEALTHCARE NURSING AS A FIRST CAREER CHOICE.

PubMed

Wheeler, Emily; Govan, Linda

2016-08-01

In line with international models and critical to the primary healthcare nursing workforce, the Australian Primary Health Care Nursing Association (APNA) has been funded by the Commonwealth Department of Health to develop an Education and Career Framework and Toolkit for primary healthcare nurses. The aim of the project is to improve the recruitment and retention of nurses and to re-engineer primary healthcare as a first choice career option.

Guide to Academic Research Career Development

PubMed Central

Smith, Richard J.; Graboyes, Evan M.; Paniello, Randal C.; Paul Gubbels, Samuel

2016-01-01

Objectives/Hypothesis Development of an academic career easily follows a clinical course for which there are multiple role models; however, development of an academic research career involves few role models, and rarely do instructional guides reach out to the new faculty. The purpose of this article is to present the cumulative experiences of previously and currently funded authors to serve as a guide to young as well as older faculty for developing their research careers. Study Design Cumulative experiences of research‐dedicated faculty. Methods This article is the result of lessons learned from developing a Triological Society National Physician‐Scientist Program and Network, as well as the cumulative experiences of the authors. Results Table I illustrates key elements in developing a serious research career. Table II records the career courses of five surgeon‐scientists, highlighting the continued theme focus with theme‐specific publications and progressive grants. These cumulative experiences have face validity but have not been objectively tested. The value added is a composite of 50 years of experiences from authors committed to research career development for themselves and others. Conclusion Crucial elements in developing a research career are a desire for and commitment to high‐quality research, a focus on an overall theme of progressive hypothesis‐driven investigations, research guidance, a willingness to spend the time required, and an ability to learn from and withstand failure. Level of Evidence 5. PMID:28894799

Early Career Teachers' Ability to Focus on Typical Students Errors in Relation to the Complexity of a Mathematical Topic

ERIC Educational Resources Information Center

Pankow, Lena; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina

2016-01-01

The paper presents results from a computer-based assessment in which 171 early career mathematics teachers from Germany were asked to anticipate typical student errors on a given mathematical topic and identify them under time constraints. Fast and accurate perception and knowledge-based judgments are widely accepted characteristics of teacher…

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

ERIC Educational Resources Information Center

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