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Problem Statement: Early-career science, technology, engineering, and math (STEM) faculty members are often challenged when identifying authentic diversity, equity, and inclusion (DEI) goals, objectives, and tasks for their research grant proposals. Advancing DEI has not been one person's job but rather the responsibility of a highly organized network within a system. Research development professionals have been and will continue to be critical resources for developing DEI plans and broadening participation. Their value is partly due to relationship-oriented processes that research professionals cultivate and shepherd as well as the inherently cross-disciplinary nature of the day-to-day work. Observation: In FY 19, 53% of the highest growth in R&D was in biological, biomedical, and health sciences followed closely by engineering. While many complexities are involved in advancing DEI within our universities, colleges, and workplaces, this article is focused on early-career STEM faculty and research development professionals' roles to facilitate DEI linkages within research. Analyze: First, descriptions of the recent federal definitions of diversity, equity, and inclusion are provided in research development; This is intended to anchor the discussion and propel the ideation for early-career faculty in federal funding solicitations. Next, a few examples of how early-career STEM faculty engaged in authentic DEI activities with a research development professional are provided. Reflect and Recommend: Finally, five potential DEI partners for collaboration and resources for early-career STEM faculty are provided to support brainstorming as faculty begin to develop their own DEI engagement for research. Context drives design, and research development resources are mechanisms for authentic engagement in DEI for faculty. Keywords: early-career, grant writing, professional development, diversity, equity, inclusion, STEM faculty, INTRODUCTION Diversity, equity, and inclusion (DEI) have been pervasive buzzwords in media, society, and legislation. However, these three words have profoundly impacted faculty, students, and the workforce on a day-to-day [...]

It is proposed that it is critical that coaches are highly self-aware to be effective at facilitating the development of self-awareness in their clients. Accordingly, self-awareness is included in the competency frameworks of the coaching professional bodies, yet there is a lack of evidence supporting how coaches develop self-awareness. This is problematic as it brings into question the design and development of coach training programmes, which is likely to hinder the professionalization of coaching. Therefore, we set out to provide evidence as to whether coach training develops self-awareness, and if so, what aspects of the training facilitate this development. A mixed-methods design was utilized with two separate studies. Firstly, a pre-post-test quantitative study to test whether coach education increases participant self-awareness. Followed by a qualitative study to provide an in-depth understanding of how the coach training supported the participants in developing self-awareness. The research found that coach training partially develops self-awareness and that key enablers to this development include experiential learning supported by reflection in a psychologically safe environment. The contribution of this research and paper is to contribute to the theory of coach development by illuminating how coach training can develop self-awareness. In addition, it is our hope that our findings will contribute to practice by informing the future design of coach training programmes and providing a means to evaluate coach development as a result of coach training., Author(s): Julia Carden [sup.1] , Rebecca J. Jones [sup.1] , Jonathan Passmore [sup.1] Author Affiliations: (1) grid.9435.b, 0000 0004 0457 9566, Henley Business School, University of Reading, , Greenlands Campus, [...]

Crafted to cultivate collaborative learning and facilitate professional advancement, Quick Consult is an online mentoring platform that links STFM members in search of guidance/advice with seasoned peers interested in sharing [...]

Introduction: Increasing demand for integrated care necessitates interprofessional training of mental and behavioral professionals. This study examines the effect of an interprofessional training program for social work and counseling trainees (PRI-Care) in 3 areas: interprofessional valuing and socialization, team skills, and professional development, including the interrelationship between these 3 areas. Method: A cross-sectional surveybased pre-post design was utilized across 4 cohorts of students participating in the training program from 2018 through 2021. Results: Among 111 students, interprofessional valuing and socialization, team skills, and professional development increased in pre- to post surveys. Older trainees had higher self-perceptions of interprofessional valuing and socialization. Further, higher levels of interprofessional valuing after training predicted higher self-perceived professional development Discussion: Students entering work in mental and behavioral health benefited from the specialized interprofessional training. Keywords: Interprofessional education, training, integrated care, counseling, social work, The need for mental health care in our communities is on the rise, exacerbated by COVID-19 and sociopolitical unrest. To meet this demand across all communities, a greater emphasis on [...]

Objectives Since 2013 the MCH Bureau has supported the National MCH Workforce Development Center to strengthen the Title V MCH workforce. This article describes the Center's Cohort Program and lessons learned about work-based learning, instruction, and coaching. Description The Cohort Program is a leadership development program that enrolls state-level teams for skill development and work-based learning to address a self-identified challenge in their state. Teams attend a Learning Institute that teaches concepts, skills, and practical tools in systems integration; change management and adaptive leadership; and evidence-based decision-making and implementation. Teams then work back home on their challenges, aided by coaching. The Program's goals are for teams to expand and use their skills to address their challenge, and that teams would strengthen programs, organizations, and policies, use their skills to address other challenges, and ultimately improve MCH outcomes. Methods This process evaluation is based on evaluation forms completed by attendees at the three-day Learning Institute; six-month follow-up interviews with team leaders; and a modified focus group with staff. Results Participants and staff believe the Cohort Program effectively merges a practical skill-based curriculum, work-based learning in teams, and coaching. The Learning Institute provides a foundation of skills and tools, strengthens the team's relationship with their coach, and builds the team. The work-based learning period provides structure, accountability, and a 'practice space' for teams to apply the Cohort Program's skills and tools to address their challenge. In this period, teams deepen collaborations and often add partners. The coach provides accessible and tailored guidance in teamwork and skill application. These dimensions helped teams in develop skills and address state-level MCH challenges. Conclusions for Practice Continuing professional development programs can help leaders learn to address complex state-level MCH challenges through integrated classroom-based skills development, work-based learning on state challenges, and tailored coaching., Author(s): Karl E. Umble [sup.1] , Laura Powis [sup.2] , Alexandria M. Coffey [sup.3] , Lewis Margolis [sup.3] , Amy Mullenix [sup.4] , Hiba Fatima [sup.3] , Stephen Orton [sup.5] [...]

Introduction The National Maternal and Child Health Workforce Development Center provides training, coaching, and consultation to Title V programs. The flagship experience is the Cohort program, a 6-8-month leadership development program where Title V programs convene a multisector team to address a pre-selected state/jurisdictional challenge related to health systems transformation. The overall objective of this paper is to demonstrate the impact of skills developed via the Cohort program on state/jurisdictional capacities to address complex challenges. Methods Qualitative, post-Cohort evaluation data were analyzed using inductive and deductive coding and the 'Sort and Sift, Think and Shift' method. Themes and supporting text were summarized using episode profiles for each team and subsequently organized using the EvaluLEAD methodology for identifying and documenting impact. Results Teams brought an array of challenges related to health systems transformation and 94% of teams reported achieving progress on their challenge six-months after the Cohort program. Teams described how the Cohort program improved workforce skills in strategic thinking, systems thinking, adaptive leadership, and communication. Teams also reported the Cohort program contributed to stronger partnerships, improved sustainability of their project, produced mindset shifts, and increased confidence. The Cohort program has also led to improved population health outcomes. Discussion Through working with the Center, Title V leaders and their teams achieved episodic, developmental, and transformative results through application of Center tools and skills to complex challenges. Investment in the MCH workforce through skill development is critical for achieving transformative results and solving 'wicked' public health problems., Author(s): Alexandria M. Coffey [sup.1] , Laura Powis [sup.2] , Amy Mullenix [sup.1] , Vanessa Rivero [sup.1] [sup.3] , Shara Evans [sup.1] , Hiba Fatima [sup.1] , W. Oscar Fleming [...]

The AMS supports K-12 teacher professional development in weather, water, and climate science and creates opportunities for teachers to participate in the AMS community. AMS offers a K-12 teacher membership [...]

The University of Alberta Working for Inclusivity in Chemistry (UAWIC) group was formed in 2017 to increase equity, diversity, and inclusion in the Department of Chemistry. With the goals of fostering a community amongst department members and retaining a diverse graduate student population, UAWIC has created initiatives addressing equity, diversity and inclusivity, professional development, and promoted visibility of diversity within the department. Training students how to overcome systemic barriers and providing platforms to share experiences will help aspiring chemists prepare for future career paths and develop a network of mentors and colleagues. Key words: equity, inclusivity, diversity, mentorship, representation, member resource group. Le groupe University of Alberta Working for Inclusivity in Chemistry (UAWIC, regroupement pour l'inclusion en chimie de l'Universite de l'Alberta), a ete cree en 2017 pour accroitre l'equite, la diversite et l'inclusion au sein du departement de chimie. Dans le but de favoriser le sentiment d'appartenance des membres au departement et de conserver une population diversifiee d'etudiants aux cycles superieurs, l'UAWIC a mis sur pied des initiatives visant a regler les enjeux d'equite, de diversite et d'inclusion, a favoriser le perfectionnement professionnel et a promouvoir la visibilite de la diversite au sein du departement. La formation des etudiants pour leur apprendre a surmonter les obstacles systemiques et la mise a leur disposition de plateformes pour partager leurs experiences aideront les futurs chimistes a se preparer aux cheminements de carriere qui s'offrent a eux et a se batir un reseau de mentors et de collegues. [Traduit par la Redaction] Mots-cles : equite, inclusivite, diversite, mentorat, representation, groupe de ressources pour les members., Motivations Less than four decades ago, there were zero women faculty and about 70% of the student body was male in the Department of Chemistry at the University of Alberta. [...]

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers' written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others' practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes. Keywords professional development, physical education teacher education, video analysis, reflective practice, facilitation of learning, Introduction Over the past 10 years, there has been a proliferation in the use of videos of classroom practice in teacher professional development (TPD; Gaudin & Chalies, 2015). Videos can [...]

We explored patterns of supervisor-supervisee interactions in face-to-face supervisory conference, drawing upon theoretical constructs from Rogerian-Penman psychology. Theoretical constructs targeted in the analysis include: tallying responses according to specific subcategories i.e., seeking solutions, descriptions, identification, and resolutions. Structure and source of information include manifest/latent and power/involvement, as well as stages of professional development for the supervisee. 'Before and after' supervisory conference goals are established for two students in special education. Face-to-face conversations, subsequent transcriptions, and written conversational analysis of video conferences of supervisors and supervisees are presented. The results of our study indicate hallmarks of a more sensitive analysis for the evaluation of face-to-face supervision, i.e., the source of information discussed in relation to the first supervision conference corresponded to 63% opinion. Results indicate that the practitioner progressed from the stage of 'Stagnation' to that of 'Confusion.' Additionally, the supervisor needed to be more 'Catalytic' as evidenced by the use of 16% Resolutions and 30% Seeking Solutions. We elaborate on the analysis and the indicators for professional development that were identified. Such analysis offers a practical approach based on established theoretical frameworks in an effort to provide insights into professional growth and the supervisory relationship., Author(s): Vasilia Kountoura [sup.1] , Ioannis Agaliotis [sup.1] , Ariadne Loutrari [sup.2] , Hariklia Proios [sup.1] Author Affiliations: (1) grid.10212.30, 0000000099025603, Department of Educational and Social Policy, University of Macedonia, [...]

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice. Keywords preservice teacher education, practitioner inquiry, professional development schools, qualitative research, teacher educator characteristics, Introduction The National Council for Accreditation of Teacher Education (NCATE) released a Blue Ribbon Panel Report on transforming teacher education through clinical practice in 2010. Teachers need to be prepared [...]

The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher learning. The purpose of this study was to compare teachers' self-reported gains in mathematical knowledge for teaching with those measured by direct assessments. Quantitative analyses of the data collected from 545 teachers who participated in content-focused professional development programs indicated a lack of correlation between teachers' self-reports and direct assessments of their knowledge gains. Furthermore, different teacher-related factors were associated with the learning reported by these two measures. These findings speak to the need to pay careful attention to the outcome measures used to evaluate teachers' learning. Keywords mathematics teacher education, teacher knowledge, professional development, Introduction Professional development is a means of equipping inservice teachers with the necessary knowledge and skills to provide quality instruction and enhance their students' learning. Although a majority of teachers [...]

History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers' capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers' incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers. Keywords professional development, social studies education, video analysis, teacher learning, instructional practices, Consider the example of leading a class discussion ... In our view, the routine would best be learned by enacting it as a part of lessons designed to support productive [...]

Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instructional practice, and ultimately student learning. While research finds instances of significant program effects on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned, the contribution of the intervention will be diminished. Using a large-scale data set, this study examines the sustainability of gains in teachers' content knowledge for teaching mathematics (CKT-M). Results show that there is a negative rate of change in CKT after teachers complete the training, suggesting that the average score gain from the program is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, with teachers participating in summer programs losing more rapidly than those who attend programs that occur during school years. The implications of these findings on designing and evaluating PD programs are discussed. Keywords professional development, teacher knowledge, evaluation, Introduction Classroom teachers are one of the most important in-school factors contributing to student learning (Aaronson, Barrow, & Sander, 2007; Chetty, Friedman, & Rockoff, 2013; Rivkin, Hanushek, & Kain, 2005). [...]

This paper describes an eight-year study evaluating the effectiveness and impact of grant writing workshops on the ability of faculty attendees to apply learning to secure internal research grants. Longitudinal tracking of all grant awardees (N=485) was conducted four years prior to the creation of the workshops and four years after the workshops were implemented. Direct and indirect measures of assessment for faculty grant success, feedback on workshops, and a faculty survey were collected. Names of grant recipients and demographic data about awardees were collected and verified through archived documents and data warehousing. As a result of attending the grant writing workshops, on average 80% of the workshop attendees (N=173) were awarded internal grants, and the quality of the workshops received feedback ratings of 3.52 or higher on Likert-style questions with a 1 - 4 rating scale (4 being highest). After the workshops became available, the awardee pool shifted, showing greater diversity of successful grant writers in regard to faculty rank, race, gender, and discipline. Additionally, a subpopulation of faculty received a grant award only after attending a writing workshop where in the previous four years this population received no grant awards. Applications of how key findings from this study could be implemented at other institutions are discussed. Keywords: Grant Writing; Professional Development; Evaluation; Assessment; Faculty, Background Academic writing is different from grant writing. The two genres are so dissimilar that authors who normally succeed in publishing scholarly works may fail miserably as novice grant writers. [...]

Much of the literature on grant writing does not explicitly identify the skills needed to be an accomplished grant writer, or how these skills are acquired. This paper reviews literature on grant writing and argues the need to identify key grant writing skills to improve the quality of grant applications. The ability to persuade, to weave a clear and compelling narrative, to structure and edit text and to be empathic to researchers, are all key grant writing skills. Effective grant writers also need to understand the funding landscape, individual sponsor requirements, and how to transform a research idea into a project. This paper examines these skills in more detail, drawing on existing research and provision to identify knowledge gaps and potential areas for further development. The paper also considers how UK higher education institutions in particular can develop a stronger grant writing culture. It explores the existing pathways for developing grant writing skills, arguing that the often-bifurcated nature of these pathways results in only partial attainment of the knowledge, skills and experience required to become an effective grant writer. In so doing, the paper argues the need for a more strategic, flexible and responsive approach that recognises and embeds grant writing skills into organisations through a structured development program. Keywords: Grant writing, research management, blended professionals, third space professionals, skills development, training, external funding, researcher development, professional practice., Introduction Good writing skills are essential for researchers and academics to communicate the importance of their research, whether for scholarly publications or grant proposals (Johnson & Rulo, 2019). Yet how [...]

Aligning job descriptions at Duke University Schools of Medicine and Nursing with the Joint Task Force for Clinical Trial Competencies (JTFCTC) spurred additional related activities--namely, establishing professional pathways and career ladders for clinical research professional (CRP) positions. CRPs leave Academic Medical Centers for many reasons, but lack of career advancement opportunities is one of the top observations. Duke developed a competency-based tiering system for CRP job classifications. This process of Tier Advancement allows CRPs to advance their tier through demonstration of knowledge, skills, and abilities in a variety of clinical research competencies. Tier Advancement is point-based and permits CRPs to advance within a single job classification, removing the need for onerous reclassification. The point-based nature of the system allows flexibility, in that CRPs can advance by demonstrating a limited set of in-depth specialized competencies or a breadth of responsibilities across a wide array of competencies. Tier Advancement has provided benefit to individual employees by offering an opportunity for self-driven career development. It has also benefited the institution by increasing CRP retention rates and allowed Duke to better understand current competency levels of its workforce. Keywords: Management; Performance; Clinical Research; VA; CSP, Background/Problem Statement Clinical research careers have changed significantly concurrent with the increasing complexity of the research environment across all industries, including Academic Medical Center (AMC) sites (Califf, 2009). For clinical [...]

Contents INTRODUCTION I. History II. Analysis A. Finance B. Healthcare 1. Diagnostic imaging interpretation 2. Clinical diagnostics, risk and disease prediction 3. Watson 4. Healthcare bots for customer service C. [...], Much has recently been said about the fears of technologies such as artificial general intelligence. Yet, when we look at the concerns mentioned, it is hard to imagine a world where a machine has replaced a lawyer completely. If we look at the healthcare or finance industry, we do not see the same panic but instead an embracement of the change and innovation that tools such as AI bring. Those industries are thriving. So then, why would Legal not benefit similarly? This Article will look at other sectors to determine how they successfully embraced change to foster innovation and growth. This Article will then provide the tools and machinery we could bring about similar changes and pioneer the way towards Legal Evolution.