Dental School Vacant Budgeted Faculty Positions, 2007–08

Okwuje, Ifie; Sisson, Aleece; Anderson, Eugene L.; Valachovic, Richard W.

doi:10.1002/j.0022-0337.2009.73.12.tb04838.x

Cited by 22 publications

(34 citation statements)

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“…Medicine is not alone in its quest for a substantial educational paradigm shift. There is a need for expanding faculty awareness of new pedagogical approaches in dentistry as well (Licari, ; Okquje et al, ; Lantz and Shuler, ). Licari proposes that administrators provide resources for faculty development to learn novel teaching approaches that will lead to a new student learning environment, and to modify the criteria for promotion and tenure to acknowledge these valid efforts.…”

Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

Anatomical Sciences Ed

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There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516-524. © 2018 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

Anatomical Sciences Ed

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“…It must include activities that help individuals interested in academia to understand academia as a profession, activities such as tutoring, preparing and presenting lectures, conducting or participating in research, interacting with faculty and administrators, and attending group discussions of current and emerging issues in dental education, workforce needs, and oral health care. Over 50 percent of new faculty members come from private practice; 15 percent to 20 percent come from graduation from an advanced education program; and 4 percent to 11 percent come from dental school graduation 4 . Identifying, mentoring, and tracking dental students who have expressed interest in academia, regardless of race/ethnicity, create a database of individuals for filling immediate and future faculty positions.…”

Section: Discussionmentioning

confidence: 99%

“…There is an ongoing number of vacant budgeted faculty positions, last reported as standing at 369 in 2007–08 (316 full‐time positions and 43 part‐time positions). The current dental school faculty is “graying,” with 48 percent of the dental school deans reporting in the 2007–08 ADEA survey of dental school vacant budgeted faculty positions that an increase in faculty retirements has impacted the number of vacancies at their school 4 . With increasing levels of graduation debt and disparities in income between academia and private practice, the challenge continues for dental schools to meet their faculty needs, particularly of core full‐time faculty.…”

Section: Sources Of Future Facultymentioning

confidence: 99%

Minority Dental Faculty Development: Responsibility and Challenge

Sinkford

Valachovic

Weaver

et al. 2010

Journal of Dental Education

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Over at least the last twenty years, the American Dental Education Association (ADEA) has given attention and priority to increasing the number of underrepresented minority (URM) dental school applicants, enrollees, and faculty members and to meeting the challenges of achieving diversity in the oral health workforce of the future as racial and ethnic minorities continue to grow and are expected to comprise more than 50 percent of the U.S. population by the middle of the twenty-irst century. Dental schools have the responsibility of preparing dentists to provide oral health care for the nation's population. This includes creating a workforce of adequate size and racial/ethnic composition. As part of ADEA's priorities to improve the recruitment, retention, and development of URMs in the dental profession, with funding from the W.K. Kellogg Foundation, ADEA launched the Minority Dental Faculty Development Program in 2004.

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“…Subsequent reports have provided additional and updated data on changing aspects of the problem, but the findings have remained discouraging. The most recent report (from the 2007–08 survey) 46 found 369 vacant budgeted faculty positions (316 full‐time and forty‐three part‐time) and emphasized two changes: the growth of vacant full‐time positions had outpaced part‐time vacancies, and the primary reason for full‐time departures had become taking a position at another dental school (the so‐called “cannibalization problem”).…”

Section: Continuity and Change In Faculty‐related Researchmentioning

confidence: 99%

Dental School Faculty and the Academic Environment from 1936 to 2011: Familiar Features in a New Context

Drisko¹,

Whittaker

2012

Journal of Dental Education

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From its irst issue in 1936 until today, no subject has been more central to the work published in the Journal of Dental Education (JDE) and to dental education itself than the dental school faculty. William Gies's vision in 1926 of the professionalization of dental educators was key to the professionalization of dental education. His focus on the need to develop these teachers as both instructors and researchers established the model by which a "dental educator" became a distinct professional, different from a dentist who happens to teach. This article for the seventy-ifth anniversary issue of the JDE thus starts from the obvious but not always acknowledged point that faculty members are central to the entire enterprise of dental education and relate to change over time as both cause and effect. Whether the profession today is evolving to incorporate new science and curricular models or becoming more interprofessional or meeting the needs of diverse patient populations or adopting new educational methodologies and technologies, developments in these areas will have a direct impact on the way individual faculty members do their jobs. To give a taste of the rich variety published over the past seventy-ive years, the irst section touches briely on three signiicant types of research regarding faculty as exempliied by articles published in the JDE. These three are faculty development, educational methodologies, and faculty recruitment and retention. The second section addresses an increasingly important area of research: faculty members' perceptions of the academic work environment. After considering some trends that will affect this environment over the next decade, the article concludes with additional reasons the JDE is a valuable resource for faculty members in dental schools and allied and advanced dental education programs.

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Dental School Vacant Budgeted Faculty Positions, 2007–08

Cited by 22 publications

References 1 publication

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Minority Dental Faculty Development: Responsibility and Challenge

Dental School Faculty and the Academic Environment from 1936 to 2011: Familiar Features in a New Context

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