iupui mentoring academy april 16, 2015 proposal
TRANSCRIPT
AGENDA
• Welcome and Overview • Update on Mentoring Academy
Activities • Top 5 Proposal Presentations • Roundtable Discussions • Report-out and wrap-up • Evaluation and Adjournment
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Mentoring Academy Update
Melissa Lavitt, PhD Senior Associate Vice Chancellor
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Mentoring Academy Update • First round of proposal review and funding
• 16 proposals submitted • 7 proposals funded • Top 5 to be presented
• Next funding round • EVC Paydar has provided additional funds • Submission of revised proposals or proposals
from schools not previously submitted • Deadline Friday, August 7th
• Website development – IU School of Informatics and Computing
• Material development and sharing
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Proposal Presentations
• Purdue School of Science • IU School of Nursing • IU School of Social Work • IUPUC • IU McKinney School of Law
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School of Science
Developing a Climate for Continuous Development across Faculty Ranks: An
Initial Focus on Associate Professors
Proposal submitted by: Jane R Williams Gautam Vemuri
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Developing a Climate for Continuous Development across Faculty Ranks: An Initial Focus on Associate Professors Conducted a Need Analysis Surveyed current Associate Professors (62%) Met with Deans and Chairs Reviewed current activities to support Associate
Professors
These findings were used to guide the proposal
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Goal #1Improve the Culture around Development Increase the percentage of Associate Professors
who have an active plan for promotion to full professor.
Increase Associate Professors’ confidence in being
promoted within the next 5 years. Increase faculty perceptions of the School’s
commitment toward their development.
Data will come from survey sent to Associate Professors in May 2016.
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Goal #2 - Improve the resources and support provided to Associate Professors Increase the amount of feedback given annually to
Associate Professors regarding their activities and plans for promotion.
A national expert in faculty development will provide a colloquium to faculty and interact with Chairs regarding best practices related to faculty development
Develop an electronic repository containing successful dossiers
A town-hall type meeting will be held with interested faculty and a panel of experienced members of School and University P&T Committees
The Dean will meet with 15 (approximately 33%) of the Associate Professors to discuss their needs for continuous career development.
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Goal #3 – Mentoring Program
Establish at least 7 mentor-mentee pairings for the initial program year. 9 Full Professors have volunteered Sent initial query out to Associate Professors Matching Process will occur in May Check-in Meetings (4) throughout the year $500 FD for Mentors, $1500 FD for Mentees Final Outcome is a 3 year developmental Plan
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The Indiana University School of
Nursing Clinical Faculty Mentoring Initiative
Deborah L Cullen Ed.D.
Susan M. McLennon, PhD, RN Carol Shieh, DNSc, RNC-OB
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IUSON Mentoring Grant for Doctorally Prepared Clinical Assistant Professors • IUSON supported 17 MSN faculty toward doctoral
completion with reduced workloads and tuition assistance
• However, doctorally-prepared clinical assistant professors as well as new clinical faculty hires have put forth limited effort toward scholarship (5% of publications since July 2012) or 12 out of 233 publications
• Compared to tenure-track faculty, the significant differences for clinical faculty include no paired mentor, little incentive to apply for promotion, and limited understanding of the promotion process
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Needs Assessment and Goal Formulation
• Needs identified: need for scholarship collaborators (82%), the lack of mentoring (82%), and an overextended work life (91%) as barriers for achieving promotion. The desire for scholarship mentoring (64%) and promotion process complexity and unclear expectations (73%) Ninety percent of respondents from the needs assessment stated they “desire promotion to the next rank” quite a bit or a tremendous amount.
• Mentoring Goals: Promote to clinical associate, Improve scholarly productivity, Reduce limitations and obstacles to advancement, Eliminate system barriers, Integrate the Clinical Faculty Mentoring Initiative with department/school/campus structures allowing for sustainability.
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Best Practices Guide IUSON
Eby et al. have definitively determined protégé perceptions of instrumental (career) support, psychosocial support, and relationship quality via an interdisciplinary meta-analysis. Best Practices in Academic Mentoring Model to guide assessment of mentoring. The model focuses on processes (development of teaching, research, and service skills) facilitating the growth of future leaders in nursing and nursing education. Boyer’s scholarship model is widely used by nurse educators and it includes four types of scholarship: those of discovery, teaching, application (practice), and integration
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IUSON Clinical Faculty Mentoring Initiative: Expectations
• Promotion: from clinical assistant to clinical associate rank
• Scholarly productivity • Reduce limitations and obstacles to
advancement in rank • Eliminate system barriers to promotion • System integration: with
department/school/campus structures and strategic plans
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How does it work?
• Mentor-mentee pairs • Two cohorts will be selected
annually (2015, 2016) each with 8 mentor-mentee pairs
• Each cohort will last 2 years so 3-year plan for 16 clinical faculty
• Focused on clinical faculty development for promotion
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Evaluation
• Assessment of scholarly outcomes - ex. frequency counts papers, present. etc.
• Measures - Mentorship Quality Scale (relationship), Mentoring Learning Scale (satisfaction) (Allen & Eby, 2003)
• System changes – ex. barriers • Culture changes – ex. processes
integrated
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IUPUI Mentoring Academy
Mid-career mentoring and capacity building strategies: A path to
professional development and career advancement
Jeffry Thigpen, Ph.D. Carmen Luca Sugawara, Ph.D.
Indiana University School of Social Work
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Target Group • Associate Professor rank faculty
Rationale • Existing mentoring program for IUSSW Assistant
Professors
• Professional development needs of IUSSW Associate Professors unknown and not formally addressed
• Potential to increase racial diversity at full rank within IUSSW
• Lack of institutional support noted for mid-career faculty yet mid-career faculty are central to institutional leadership (Buch et al., 2011)
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Results of focus group data (n=7)
• Research and scholarship are important
• No school-level infrastructure to support research
• Most significant professional development needs
o “Time” to engage in research o Mentoring o Other professional development services
coordinated through a central office within the school
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Results of survey data (n=14)
• Professional development needs (rank-ordered)
o “Time” to engage in research o Consultation and training on research related
activities o Mentoring o Identification of potential research collaborators
• School-level structural barriers (to career advancement)
o Workload o Absence of research infrastructure o Little financial incentive
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Office of Professional
Development and
Research
CAPACITY BUILDING
MENTORING PROGRAM
Goal 2: Strengthen the IUSSW’s capacity to support faculty’s research and professional development initiatives.
Goal 1: Increase associate professor’s pursuit of advancement to full-rank.
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Monitoring and Evaluation
Career Self-Efficacy Mentoring for Pre-Promotion, Under-Represented Faculty at IUPUC
School representatives: • Darrin Carr, Clinical Assistant Professor of Mental Health
Counseling and Psychology • Cheryl Crisp, Assistant Professor of Nursing • Joan Poulsen, Associate Professor of Psychology; Director,
Psychology Program • Anibal Torres, Assistant Professor of Mental Health Counseling
and Psychology • George Towers, Professor of Geography; Head, Div. of Liberal
Arts; Interim Head, Div. of Science • Aimee Zoeller, Lecturer in Sociology; Coordinator, Sociology
Program; Coordinator, Women’s Studies
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Mentees and mentors
Mentees are pre-promotion, under-represented faculty Pre-promotion faculty are tenure track assistant
professors, clinical assistant professors and lecturers.
Under-represented faculty are women, minorities, first-generation college graduates, and faculty from working class backgrounds.
Mentors are IUPUC faculty members. Secondary mentors may be colleagues at IUPUC, IUPUI, or other institutions.
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IUPUC has large proportions of untenured and female faculty
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Columbus Indianapolis Columbus Indianapolis
23% 39%
77% 61%
44% 59%
56% 41%
Tenured Untenured Men Women
Objective: Career Self-Efficacy Situational Social supports Strategies Self
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Can I navigate this environment?
I have a problem and don’t know
who to go to.
I feel overwhelmed. How do I deal
with that?
Can I do this job?
Expectations: Timeline
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June-Aug.:
Mentor self-
study
Aug.: Mentor training
Sept.: Retreat,
formative assess-ment
Oct. & Nov.: Status
updates
Dec.: Mid-year formative
assess-ment
Feb. & April: Status
updates
May: Summa-
tive assess- ment
Building “MUSCLE”
Mentoring Untenured Scholars for Clinical and Legal Excellence
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The Case for Mentoring
• Objective indicia of success • Subjective indicia of success • Informal and formal mentoring • 23% of law faculty formally • 75% of law faculty informally • Informal more effective (81% v.
56%) • Achieving diversity goals
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Mentoring for Research
• Focus on pre-tenure faculty • Greatest needs in research • Go up for tenure on research • Internal motivation for excellence • Need for guidance in research • Informal/formal mentoring
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MUSCLE in Action
• Informal and formal mentoring • Inside law school and beyond • Workshop on mentoring • Panel of mentors • Mentor “MVP” awards • Travel support • Assessment methods
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Mentors Beyond the Building
• Diversity of interests in department • Collaborations across schools • Early-career travel funding • Inadequate funding at present • $1500/person/year incremental • Use to invest in mentoring • Access outside funding
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Opportunity and Impact
• Enhance scholarship • Success in promotion & tenure • Satisfaction and retention • Full-rank female faculty: 30-40% • Full-rank minority faculty: 12.5-15% • Early investment, long dividends
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Roundtable Discussions
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• How did the proposal presentations inform your revision process?
• How should the Mentoring Academy continue to support the work of the schools/school representatives?
• Periodic programs • Mentee-mentor training • Assessment planning
Roundtable Discussions
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• How would you like to engage or utilize members of the Senior Academy?
• What resources would you like to have available on the Mentoring Academy website?