Promoting Intellectual Community and Professional Growth for a Diverse Faculty

Bach, Dorothe J.; Barnett, Marva A.; Fuentes, José D.; Frey, Sherwood C.

doi:10.1002/j.2334-4822.2006.tb00457.x

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Our findings show that training diverse students is not enough; there is a substantial drop in racial/ethnic representation between students (graduate and undergraduate) and researchers (postdocs and faculty), and bias in retention appears to be increasing in some cases (S8 Fig, transitions to faculty for Black and Native scholars and within faculty for Native scholars). Overall, these results provide quantitative evidence to support calls for increased focus on inclusion/retention along with recruitment [9][10][11][12] and show that neither time, nor simple pushes to increase recruitment are panaceas to this societal challenge.…”

Section: Discussionmentioning

confidence: 68%

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How to outrun your parasites (or mutualists): symbiont transmission mode is key

Shaw

2021

Preprint

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Several racial and ethnic identities are widely understood to be under-represented within academia, however, actual quantification of this under-representation is surprisingly limited. Challenges include data availability, demographic inertia and identifying comparison points. We use de-aggregated data from the U.S. National Science Foundation to construct a null model of ethnic and racial representation in one of the world's largest academic communities. Making comparisons between our model and actual representation in academia allows us to measure the effects of retention (while controlling for recruitment) at different academic stages. We find that, regardless of recruitment, failed retention contributes to mis-representation across academia and that the stages responsible for the largest disparities differ by race and ethnicity: for Black and Hispanic scholars this occurs at the transition from graduate student to postdoctoral researcher whereas for Native American/Alaskan Native and Native Hawaiian/Pacific Islander scholars this occurs at transitions to and within faculty stages. Even for Asian and Asian-Americans, often perceived as well represented, circumstances are complex and depend on choice of baseline. Our findings demonstrate that while recruitment continues to be important, retention is also a pervasive barrier to proportional representation. Therefore, strategies to reduce mis-representation in academia must address retention. Although our model does not directly suggest specific strategies, our framework could be used to project how representation in academia might change in the long-term under different scenarios.

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Section: Discussionmentioning

confidence: 68%

“…Past efforts to increase underrepresented groups have primarily focused on recruitment into the undergraduate stage, and have seen limited success [10]. Increasingly there is a call for addressing factors that shape retention of under-represented groups in academia post-undergrad [9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

How to outrun your parasites (or mutualists): symbiont transmission mode is key

Shaw

2021

Preprint

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“…In institutions, faculty development is embedded in job descriptions, operating budgets, centers, programming, and accountability from upper administration (Haras et al, 2017). Professionalization is not bad; among other outcomes, research shows that faculty development programming contributes valuably to growth, success, and equity of marginalized groups in the professoriate (Bach et al, 2006;Lewis, 1996;Wingard et al, 2019). However, changes to existing social systems inherently create new externalities.…”

Section: Perception and Impact Of Faculty Development As A Profession...mentioning

confidence: 99%

Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development

Brennan

Fernandez

Tranquillo

2022

To Improve the Academy: A Journal of Educational Development

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Disciplinary professionalization often leads to greater formalization, including the evolution of structured training, newly created roles, and solidification of core knowledge and knowledge boundaries. During the formalization process, informal training and roles are often supplanted, but can continue to exist in subtle or unique ways. As in other fields, outcomes of the professionalization of faculty development include improved outcomes for faculty as well as markers of formalization - e.g., journals, certifications, and even organizational units specific to faculty development. However, little is known about how this formalization has impacted the informal roles and activities that previously served as faculty development in academia. This study derives from a workshop designed to document and share stories of ongoing efforts towards informal faculty development by engineering faculty. The study identified externalities that negatively impact efforts towards peer growth by non-professionalized faculty developers. The participants were unable to articulate a role in creating peer development independent of participation in and advocacy for formal systems of faculty development. Participants were unsure what they could do, what they were allowed to do, and whether such work could be named faculty development. They saw the importance of both informal faculty development work but seem to lack agency in naming such work as faculty development because it exists outside of the structured and professionalized sphere of modern faculty development. Implications of the findings for faculty developers and the ongoing evolution of faculty development are discussed.

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“…To realize these goals, the EDF program offers a yearlong fellowship to a group of eight to fifteen first-year, tenure-track faculty who are interested in connecting to a diverse peer network. The fellowship includes an opening daylong retreat; a match with one or two senior colleagues who serve as teaching coaches, research counsels, and university confidants; and concrete professional assistance through ongoing professional development workshops, panel discussions, and meetings grounded in the concerns of the Fellows (Bach, Barnett, Fuentes & Frey, 2005;University of Virginia, 2007).…”

Section: Background Of the Excellence In Diversity Fellows Programmentioning

confidence: 99%

18: The Case for Excellence in Diversity

Sorcinelli

Bach

2010

To Improve the Academy

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Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long‐term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.

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Promoting Intellectual Community and Professional Growth for a Diverse Faculty

Cited by 5 publications

References 6 publications

How to outrun your parasites (or mutualists): symbiont transmission mode is key

How to outrun your parasites (or mutualists): symbiont transmission mode is key

Professionalization and the forgotten system: Observed practices and perceptions at the intersection of informal and formal faculty development

18: The Case for Excellence in Diversity

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