From Graduate Student to Professor: Reflection on the Transition and Tips for Those Who Follow

Payne, Ellen K.; Berry, David

doi:10.4085/090287

Cited by 16 publications

(30 citation statements)

References 17 publications

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“…10,11 Teaching has also been identified as an area that may not be emphasized enough in doctoral preparation. 10,11 Considering teaching is typically a large portion of faculty responsibilities and the evaluation process, 10 depending on the institution, 12,31 novice faculty should seek out mentored teaching, and experienced faculty should reach out to support novice faculty in this area.…”

Section: Discussionmentioning

confidence: 99%

“…Our participants emphasized the value of mentoring novice faculty on how to balance service responsibilities with their other obligations, particularly research. Providing this support and guidance for how to carve out time for research and prioritize time based on tenure and promotion guidelines may be the area where mentors are needed most 11 and something that may be difficult to teach during doctoral preparation. Novice faculty members should be encouraged to identify mentors within their institutions to help them prioritize and balance these responsibilities.…”

Section: Discussionmentioning

confidence: 99%

“…12 Faculty members should be competent in both the content and delivery of athletic training knowledge and skills. 11,22 Likewise, producing scholarship is important to continue moving the athletic training profession forward. [23][24][25][26] Therefore, development and ongoing support of faculty members is a matter of importance to the athletic training profession.…”

Section: Discussionmentioning

confidence: 99%

“…Athletic training educators have identified that novice faculty experience challenges as they transition to faculty roles and responsibilities. 11,12 Specifically, novice faculty members describe a lack of preparedness for administrative and service responsibilities, along with balancing all of their faculty roles. 11,12 Mentorship eases this transition for academic medicine faculty by helping with research productivity and providing guidance while learning the higher education environment.…”

Section: Introductionmentioning

confidence: 99%

“…11,12 Specifically, novice faculty members describe a lack of preparedness for administrative and service responsibilities, along with balancing all of their faculty roles. 11,12 Mentorship eases this transition for academic medicine faculty by helping with research productivity and providing guidance while learning the higher education environment. 5 Recently published documents within the profession have also brought attention to the preparation of and support for athletic training faculty members.…”

Section: Introductionmentioning

confidence: 99%

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Roles of Mentoring for Novice Athletic Training Faculty Members

Nottingham

Mazerolle

Barrett

2017

Athletic Training Education Journal

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Context: Mentorship is a valuable resource for athletic trainers who are transitioning to new roles such as a student, preceptor, or autonomous clinician. While mentorship has been identified as an important component of education, little is known about the role of mentorship during the transition from doctoral student to faculty member during the first several years in academia. Objective: Obtain faculty members' perspectives on the role of mentorship as it relates to their experiences as a tenure-track faculty member. Design: Qualitative, phenomenological research. Setting: Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited programs. Patients or Other Participants: Twelve novice faculty members (9 female, 3 male) and 12 experienced faculty members (3 female, 9 male) participated in this study. Main Outcome Measure(s): We developed and piloted an interview guide designed to gain participants' perspectives on their experiences with and perceptions of mentorship in relation to their faculty roles and responsibilities. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analysts triangulation, and data source triangulation. Results: Two themes emerged regarding roles of mentorship: (1) support and guidance and (2) navigating institutional politics and expectations. Mentors supported novice faculty members in their responsibilities of teaching, research, and service, particularly when mentees perceived a weakness in 1 area. Mentors also helped novice faculty members navigate the tenure and promotion process and politics of their institution. Conclusions: Mentorship appears to be an important mechanism of support for novice faculty members as they transition to their tenure-track faculty roles. Mentorship appears to be particularly valuable when there is a perceived lack of preparation for 1 aspect of a faculty position. Novice faculty members should seek out mentors within and beyond their institution for support.

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