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Helping New Faculty
• Dr. Stan Nelson and Dr. Bob Lockhart
• Faculty recruitment and retention affects
  everybody.
• Goal...
Helping New Faculty
UNLV is in the unique position of creating a dental school
      from scratch. About 60% of our clinic...
Helping New Faculty
In this session we have asked two of our faculty
to share with us the issues they have
encountered fro...
Helping New Faculty
• We would like to encourage your
  questions and discussion with these
  faculty in hopes that we can...
Helping New Faculty

•Dr. Monique Phipps
 –From student to
  educator
Helping New Faculty
• Why did you consider an academic career?
• What was the most difficulty thing you encountered in the...
Helping New Faculty
•   Academic carer chosen to have students see a role model
•   Most difficult – not difficult except ...
Helping New Faculty

•Dr. George Richards
 –Transitioning from
  Private Practice
Helping New Faculty
• Why did you consider an academic career?
• What was the most difficulty thing you encountered in the...
Helping New Faculty
•  Here with a passion to share what I learned in practice
•  I’m not getting into academics I’m into ...
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Helping New Faculty

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Transcript of "Helping New Faculty"

  1. 1. Helping New Faculty • Dr. Stan Nelson and Dr. Bob Lockhart • Faculty recruitment and retention affects everybody. • Goals for the Section of Dental Anatomy and Occlusion – Identify needs of new faculty and resources to address those needs
  2. 2. Helping New Faculty UNLV is in the unique position of creating a dental school from scratch. About 60% of our clinical faculty are employed in academics for the first time in their career. If we are to populate dental education with faculty who are effective and love what they do we must help these individuals develop career paths of reward and personal satisfaction. Best seller and management researcher Marcus Buckingham says the one thing all great managers know about great managing is; “Discover what is unique about each person and capitalize on it.” The handout you have represents three significant areas in faculty development – role identification, professional growth and student feedback.
  3. 3. Helping New Faculty In this session we have asked two of our faculty to share with us the issues they have encountered from being a student to becoming faculty and in making a transition from practice to academics. I would like to introduce Drs. Monique Phipps and George Richards, who represent these two common transitions. We have asked them to share their transition stories with us. We will try to record their major points about what is most helpful for their recruitment and development.
  4. 4. Helping New Faculty • We would like to encourage your questions and discussion with these faculty in hopes that we can help you both recruit and transition new faculty. • This discussion summary will be posted on the ADEA Website, Dental Anatomy and Occlusion Section.
  5. 5. Helping New Faculty •Dr. Monique Phipps –From student to educator
  6. 6. Helping New Faculty • Why did you consider an academic career? • What was the most difficulty thing you encountered in the process of applying and interviewing? • How did you feel during the application process? What could have been done to better manage this process for you? • What did faculty do for you, if anything, that helped you in course development, dealing with students and accommodating to the academic environment? • As you look back on it what are some of the positives, pitfalls and adjustments we might not understand having been in academics for many years? • As you think about making an academic transition what could be done to help your colleagues considering a similar path?
  7. 7. Helping New Faculty • Academic carer chosen to have students see a role model • Most difficult – not difficult except meeting with faculty every 30 minutes. They asked great questions • Nervous with the first interview, kept in touch to provide infrmation on the apllications comleteness. Encouraging • Give me teaching background, introduced to pre-clinics to get feet on the ground. • Clinics – see the “down and dirty” of what students don’t carry over to clinics • Asked what I wanted to develop • Pitfall –there is no how-to manual. Didn’t anticipate the amount of whining • Didn’t realize how time intensive it was with students, the little things they get stressed out over • Go into academics – you have to love it. It will stress you out – often made to defend what you want them to do. • Developing clinical and educational skills.
  8. 8. Helping New Faculty •Dr. George Richards –Transitioning from Private Practice
  9. 9. Helping New Faculty • Why did you consider an academic career? • What was the most difficulty thing you encountered in the process of applying and interviewing? • How did you feel during the application process? What could have been done to better manage this process for you? • What did faculty do for you, if anything, that helped you in course development, dealing with students and accommodating to the academic environment? • As you look back on it what are some of the positives, pitfalls and adjustments we might not understand having been in academics for many years? • As you think about making an academic transition what could be done to help your colleagues considering a similar path?
  10. 10. Helping New Faculty • Here with a passion to share what I learned in practice • I’m not getting into academics I’m into teaching. • Application process was simple, but resume inventing a problem. • Attracted by the GP model. • Sense of cooperation among the faculty. • Got so much enjoyment and fufillment as second career. • Want to share from a clinical standpoint. • Issue is calibration and teaching basics, requires care in avoiding being too far beyond basics. • Look for people with a passion • Love doing dentistry but the management hassle was tiring, just wanted to do the dentistry. Audience suggestion Retired military. Green card work Visa program – part time educators while completing US DDS. Consider lightening up on the job application requirements. Need to work individuals into the research basis for academic achievement.
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