Surviving Academic Isolation: Strategies for Success

Norrell, J. Elizabeth; Ingoldsby, Bron B.

doi:10.2307/585022

Cited by 12 publications

(9 citation statements)

References 3 publications

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“…Norrell and Ingoldsby (1991), for example, outline how various mentoring approaches may be adopted to assist new scholars. Similarly, Stenova (2009), writing in a European context, discusses how one-to-one mentoring is an effective approach for those employed in the social sciences and humanities, whereas, group mentoring is more suitable for ECAs working in the natural sciences and engineering.…”

Section: Introductionmentioning

confidence: 99%

Sources of research confidence for early career academics: a qualitative study

Hemmings

2012

Higher Education Research & Development

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There is a paucity of studies investigating how early career academics (ECAs) form attitudes towards aspects of their work and gain skills in research, teaching and service. This is especially the case with respect to research. A review of the pertinent literature revealed the prominence of a notion of research self-efficacy (or confidence) and how it was aligned with the other issues distilled from the literature. Employing a qualitative approach, the author of the study sought to develop a better understanding of how ECAs generate research confidence. Interview data were analysed using a process drawing together analytic induction and constant comparison methods. Six themes emerged from this analysis, namely, graduate student research experience, priorities, isolation, researcher identity, mentorship and a vote of confidence. These themes are discussed in detail and the implications of the results for university managers and lecturers are then considered.

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Section: Introductionmentioning

confidence: 99%

Sources of research confidence for early career academics: a qualitative study

Hemmings

2012

Higher Education Research & Development

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“…The following definitions were provided to respondents to facilitate a common understanding of mentoring models: Dyadic model: one trainee paired with one more experienced mentor Multiple mentor model: one trainee has multiple mentors (de Janasz, Sullivan, Whiting, & Biech, 2003; Wright & Cole, 2008); Networking model: the trainee assumes the initiative to identify individuals, groups, and organizations that can provide him or her with mentoring experiences (Packard, 2003; Swoboda & Millar, 1986); Peer or co-mentor model: the trainee receives mentoring from his or her peers and has a responsibility to provide mentoring to his or her peers as well (Eisen, 2000; Norell & Ingoldsby, 1991); Shadowing model: pairing a trainee with an experienced mentor to learn through observation of the experienced mentor (Grossman, 2005); Preceptor model: an experienced mentor paired with a less experienced mentee/trainee with the goal of helping the mentee develop specific skills rather than general knowledge of the discipline (Benson, Morabian, Sachdeva, & Richman, 2002);…”

Section: Methodsmentioning

confidence: 99%

“…Peer or co-mentor model: the trainee receives mentoring from his or her peers and has a responsibility to provide mentoring to his or her peers as well (Eisen, 2000; Norell & Ingoldsby, 1991);…”

Section: Methodsmentioning

confidence: 99%

Mentoring International Research Ethics Trainees: Identifying Best Practices

Loue

Loff

2013

Journal of Empirical Research on Human Research Ethics

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Mentoring is an important component of training in the basic and clinical sciences due to the increasing complexities associated with establishing a career. Methods Data relating to 466 long term trainees in research ethics training programs were obtained from the Fogarty International Center's database. Data were supplemented with survey data (n=17) and telephone interviews (n=10) of the 21 principal investigators whose programs offered long-term training. The programs most successful with mentoring involved (1) the provision of an orientation to the trainees at the commencement of training; (2) a highly structured process of mentoring that required regular meetings and task achievement timelines; (3) intensive, frequent contact with the PI; and (4) support with personal issues that were troublesome to trainees. This paper is part of a collection of papers analyzing the Fogarty International Center's International Research Ethics Education & Curriculum Development program.

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“…Academic silos have long existed in higher education (Baldridge, Curtis, Ecker, & Riley, 1986;Jones, 2013). University faculty, especially new faculty, often work in academic isolation (Norrell & Ingoldsby, 1991). Co-teaching in higher education, where two or more instructors collaborate to design and deliver a course together, has gained increasing support in recent years as a model that encourages collaboration and develops effective instructional practice that benefits both students and instructors (Bouck, 2007;Chanmugan & Gerlach, 2013;Cohen & DeLois, 2001;Crow & Smith, 2003, 2005Gillespie & Israetel, 2008).…”

Section: Why Collaboration Is Neededmentioning

confidence: 99%

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

Guidry

Howard

2019

tpre

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Isolation between academic fields is an unfortunate reality in higher education and teacher education. Whereas current educational reforms invoke a need to collaborate, faculty are often unsure of how to design collaborative experiences. Research argues for the use of co-teaching to engage teacher candidates in beneficial learning experiences where instructors model the collaborative practices desired in those candidates. Additionally, the use of co-teaching in rural settings is shown to address some of the challenges associated with rural teacher preparation. With the hesitancy of many in higher education to engage in co-teaching in teacher preparation, it is crucial that those who do co-teach share the design, implementation, and perceptions of the process with others. This article presents the design, implementation, and reflections of students and teacher preparation faculty: one content methods instructor and one content literacy instructor. The authors present the hassles and hopes of using co-teaching in teacher preparation in rural regions to enhance course content and collaboration among teacher candidates.

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Surviving Academic Isolation: Strategies for Success

Cited by 12 publications

References 3 publications

Sources of research confidence for early career academics: a qualitative study

Sources of research confidence for early career academics: a qualitative study

Mentoring International Research Ethics Trainees: Identifying Best Practices

Mutual Mindsets: The Hassles and Hopes of Co-teaching in Teacher Preparation

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