Faculty Colleagues Research Articles

Stereotypes, Sexism, and Superhuman Faculty

This symposium article explores how law professors with caretaking responsibilities struggled so greatly during the first year of the COVID-19 pandemic. Because legal academia prioritizes masculine ideals of competence over warmth, faculty were expected to suppress their emotions and mental health needs in order to maintain the appearance of competence. While students were allowed to be seen as vulnerable individuals needing accommodations, we did not extend this same compassion to our faculty colleagues. To explain why the treatment was so disparate, I incorporated existing research on the stereotype content model (SCM) and psychological theories of dehumanization. These theories help to explain why many faculty with young children suffered in crushing silence during the pandemic while taking on new and overwhelming caregiving obligations.

A Note from the JADE Editorial Board Chair

This issue of the Journal of the Academy of Distinguished Educators (JADE) takes as its title "COVID & the Curriculum: Faculty Perspectives." These stories derive from the Zoom-enabled Clinical and Educational Showcase hosted in January 2021 by the Academy of Distinguished Educators that provided a platform for clinical faculty across departments to present the innovative ways in which they adapted teaching in response to the COVID-19 pandemic. The narratives reflect our educator's resilience, concern for the well-being of patients, students, and fellow faculty, the development of alternative assessment techniques and teaching methods, and indications of lasting improvements in the educational environment.

Professional Learning That Models Components of Course-Based Undergraduate Research Experiences (CUREs)

Course-based undergraduate research experiences (CUREs) can be invaluable for students, but implementing them across a university requires substantial faculty support. This case study explores the incorporation of CURE elements (discovery, iteration, scientific practices, broad scientific relevance, and collaboration) into the design of a faculty professional learning program intended to support CURE implementation. The findings suggest that incorporating CURE elements into a CURE Faculty Fellows Program can support the simultaneous development and successful implementation of scaffolded CUREs across multiple university departments. This program had an additional, unexpected benefit: it created opportunities for faculty from many disciplines to engage in educational research, augmenting their research and publishing agendas. This article summarizes the program, presents findings, and discusses implications for practitioners and researchers interested in pedagogical reform.

HSI Faculty and Staff Fellowships available

HSI Faculty and Staff Fellowships available

It's Not Personal, It's Professional: Causes of Academic Librarian Deference Behavior

This mixed-methods study examined the experiences of academic librarians working in higher education, and explored how academic librarians act in response to disciplinary faculty colleagues. The study uncovers the historical context of the library profession, outlining how stereotypes of academic librarians began and how they continue to be destructive across the academy, especially to those in this profession. Even though academic librarians bring critical skillsets and vast experience to academe, findings indicate that academic librarians exhibit deference behavior when working with disciplinary faculty. This is because of existing perceptions they face that indicate they are solely in positions to support disciplinary faculty, and that disciplinary faculty are more esteemed because of credentials (i.e. doctorate), and academic rank and status. Implications for research and practice are outlined to further explore how academic institutions, and library education more broadly can help to dismantle the flawed and inherently problematic systems that contribute to deference behavior in academic librarians.

Utilizing learning communities to deliver an integrated undergraduate medical education curriculum

ABSTRACT Aim Learning communities (LCs) have been identified as a structure to support student wellness as well as create a positive learning environment and have been increasingly adopted in undergraduate medical education (UGME). In 2016, Michigan State University College of Human Medicine made curricular changes which integrated basic, social, and clinical sciences. One of the major strategies adopted to deliver this integrated curriculum was to create LCs that served as a central scaffold for students’ academic development. Our primary aim is to describe how the school utilized LC faculty to deliver this core integrated curriculum. Methods Students were surveyed about their perceptions of the effectiveness of the LCs in delivering an integrated science curriculum. Student academic performance in the new curriculum was compared to that of students from the legacy curriculum as a measure of the effectiveness of the curricular changes. Results The percentage of students in each class who responded to surveys ranged between 78.7% and 95.8%. Mean Likert responses (1 = strongly disagree; 5 = strongly agree) for statements ‘the Faculty Fellow is effective in helping me learn the scholar group content’, ‘the Faculty Fellow is an effective teacher in our scholar group’, and ‘the Faculty Fellow is well prepared for our scholar group’ ranged from 4.37 to 4.78, 4.72 to 4.76, and 4.81 to 4.86, respectively. In addition, a comparison of summative exam scores of the new curriculum’s students to the legacy curriculum’s students demonstrated comparable or better performances in the new curriculum. Conclusions Utilizing LCs to deliver an integrated science curriculum is an underutilized strategy in UGME. Surveys on student satisfaction and academic performance are encouraging. Additional outcome measures are planned to continually evaluate this innovative multifaceted integration.

Community College English Faculty Pandemic Teaching:Adjustments in the Time of COVID-19

ABSTRACT In this article, we describe initial findings from a survey of English composition faculty at two-year colleges about the impact of the COVID-19 pandemic on their workload. This survey, conducted as a follow-up to ongoing research by the Two-Year College English Association (TYCA), examines the working conditions and practices of English faculty at two-year colleges. Respondents described broad increases in English faculty’s workload and identified the institutional supports available to support that work during the COVID-19 pandemic. Our analysis highlights the strengths and limitations of institutional support provided for faculty. Echoing previous scholarship, these findings suggest that the pandemic exacerbated existing gaps in institutional support for faculty. Thus, we identify the 2020–2021 academic years as an opportunity to reflect upon the radical changes and fraught collaborations that enable our institutional work. We discuss how institutional partners and faculty colleagues evaluate the intersections of labor, professional development, and disciplinary knowledge as sites where institutions can remove information silos and improve the flow of knowledge to better and more holistically support our students. This focus on opportunities suggests that we use the exigency of the pandemic to learn from this experience and also address longstanding problems and inequities in higher education that have emerged or become more visible from the impact of COVID-19 as observed through the pandemic TYCA Workload Survey.

83. ID Coaches Contribute to a Highly Effective Learning Experience for Third-Year Medical Students Rotating on the Infectious Diseases Consult Service

BackgroundEducation on infections in hospitalized patients, antimicrobial selection, and principles of antimicrobial stewardship are foundational to all clinicians. Incorporating early learners into Infectious Diseases (ID) consult services has the potential to build a strong fund of knowledge in these content domains, but also poses potential challenges. We evaluated the impact of a novel clinical rotation and supporting curriculum on third-year medical students rotating on the ID consult service for 2 weeks during their 12-week Internal Medicine clerkship at the University of California, San Diego.MethodsThird-year medical students who selected to rotate on the ID consult service were given an hour-long orientation about the service and common infectious syndromes. They were provided with a checklist of clinical skills to complete during the rotation. In addition to daily rounds and clinical care, ID Coaches (ID faculty and senior ID fellows) met with students weekly for 1-2 hours to review ID topics, practice oral presentations, and/or conduct physical exam finding rounds. We surveyed medical students to assess the effectiveness of the rotation.ResultsForty third-year medical students participated in the 2-week ID consult rotation between June 2020-May 2021; 31 (77%) completed the rotation evaluation. Seventy percent or more of students reported that the ID rotation facilitated their learning across 8 of 10 ID-content domains (Figure 1). More students reported that the ID Coach facilitated learning (71%) compared to the clinical skills checklist (42%). Students highlighted learning about antimicrobial selection, stewardship, and clinical reasoning on the rotation but reported that teaching was limited when the service census was high (Figure 2).Figure 1: Percent of Students Rating the ID Consult Rotation as Extremely or Very Effective in Facilitating Learning Across 10 Domains Figure 2: Students' Reflections on the Effectiveness of the ID Consult Rotation ConclusionThird-year medical students found that a 2-week rotation on the ID consult service was highly effective in teaching foundational ID content and general medicine skills. Incorporating early learners into a busy and complex subspecialty consult service can be facilitated through the use of supplemental curricular tools such as ID Coaches.Disclosures Darcy Wooten, MD, MS, Nothing to disclose

Postnatal Neurogenesis Beyond Rodents: the Groundbreaking Research of Joseph Altman and Gopal Das.

An integral component of neural ontogeny and plasticity is the ongoing generation of new neurons from precursor cells throughout the lifespan in virtually all animals with a nervous system. In mammals, postnatal neurogenesis has been documented in the cerebellum, olfactory bulb, hippocampus, striatum, substantia nigra, hypothalamus, and amygdala. Germinal centers of new neuron production in the adult brain have been identified in the neuroepithelium of the subventricular zone and the dentate gyrus. One of the earliest lines of evidence gathered came from studies on the production of cerebellar microneurons in the external germinal layer of rodents and carnivores in the 1960s and 1970s. The undeniable pioneer of that research was the insightful developmental neurobiologist Joseph Altman (1925-2016). This Cerebellar Classic is devoted to the groundbreaking work of Altman and his graduate student and, subsequently, fellow faculty member, Gopal Das (1933-1991), on postnatal neurogenesis using tritiated thymidine autoradiography to tag newly formed neurons in the cerebellum of cats. Perseverant to their ideas and patiently working in West Lafayette (Indiana), they were the founders of two fields that brought about paradigm shifts and led to an explosive growth in brain research: adult neurogenesis and neural tissue transplantation.

MILIARY PNEUMONITIS AND INTRAVESICULAR BACILLUS CALMETTE-GUERIN TREATMENT

TOPIC: Chest Infections TYPE: Medical Student/Resident Case Reports INTRODUCTION: Bacillus Calmette-Guérin (BCG) is a live attenuated strain of the aerobic bacterium Mycobacterium bovis. Although the mechanism of action by which intravesical BCG elicits anti-tumorigenicity remains elusive, it is a mainstay adjunct treatment of superficial bladder cancer. Non-infectious symptoms including dysuria, hematuria, and fevers are experienced in ~85% of individuals treated. Disseminated mycoplasma infections are reported in less than 5% of patients administered this intravesicular regimen. Most of these infections involve genitourinary structures, but rarely BCG-associated pneumonitis can occur. CASE PRESENTATION: A 59 year-old gentleman presented to urology with gross hematuria. Cystoscopy and biopsy revealed carcinoma in situ with a poorly differentiated transitional cell carcinoma. Transurethral resection of the tumor was performed followed by induction and maintenance therapy with monthly treatments of intravesicular BCG. The patient initially tolerated the BCG treatments quite well, but after two treatment cycles developed an unexplained cough and dyspnea with associated night sweats. A seven-day course of levofloxacin was prescribed for empiric treatment of presumed community acquired pneumonia (CAP). Unfortunately, the patient's symptomatology was recalcitrant to CAP therapy. A high-resolution CT of the chest was performed which demonstrated miliary tuberculosis. Tuberculin skin testing prior to the initiation of BCG was found to be negative. As a guidance counselor, he worked alongside students and fellow faculty at a local high school. He had no recent international travel, prior incarceration, or any other risk factors associated with TB. The decision was made to administer isoniazid and rifampin for treatment of miliary pneumonitis found to be Mycobacterium bovis in origin. The patient's symptomatology resolved following a six-month course the aforementioned regimen. Follow up imaging demonstrated improvement of the previously visualized ground glass opacities in addition to three subcentimeter pulmonary nodules remained. Surveillance imaging after an additional six months showed resolution of the ground glass opacities and pulmonary nodule stability. DISCUSSION: Pulmonary Mycobacterium dissemination is a rare yet grave complication of intravesicular BCG used for the treatment of superficial bladder cancer. The recognition and differentiation of BCG-associated pneumonitis from CAP and Mycobacterium tuberculosis is essential for appropriate pharmacologic intervention, especially since Mycobacterium bovis is resistant to some traditional Mycobacterium drugs. CONCLUSIONS: This case explores the critical features involved in the diagnosis and treatment of BCG-associated miliary pneumonitis. REFERENCE #1: Lamm DL. Complications of bacillus Calmette-Guérin immunotherapy. Urol Clin North Am. 1992 Aug;19(3):565-72. PMID: 1636240. REFERENCE #2: Ghandi NM, Morales A, Lamm DL. Bacillus Clamette-Gurin immunotherapy for genitourinary cancer. BJU int. 2013 Aug;112(3):288-97. doi: 10.1111/j.1464-410X.2012.11754.x. Epub 2013 Mar 20. PMID: 23517232 REFERENCE #3: Sylvester RJ, van der Meijden AP, Witjes JA, Kurth K. BCG versus chemotherapy for the intravescal treatment of patients with carcinoma in situ of the bladder: a meta-analysis of the published results of randomized clinical trials. J Urol. 2005 Jul;174(1):86-91; discussion 91-2. doi: 10.1097/01.ju.0000162059.64886.1c. PMID: 15947584 DISCLOSURES: No relevant relationships by Paul Dugdale, source=Web Response No relevant relationships by Daniel Santone, source=Web Response

Communicating in Code: Brigham Young, Thomas L. Kane, and the “Lost” Utah War Message of July 1858

Research Article| October 01 2021 Communicating in Code: Brigham Young, Thomas L. Kane, and the “Lost” Utah War Message of July 1858 Kenneth L. Alford; Kenneth L. Alford KENNETH L. ALFORD is an Honorary Life Member of the Utah State Historical Society, a professor of Church History and Doctrine at Brigham Young University, the current Ephraim Hatch Teaching and Learning Faculty Fellow, and a retired colonel in the US Army. Prior to BYU, he was a professor of computer science at the US Military Academy at West Point, New York, and a department chair and professor of strategic leadership and organizational behavior at the National Defense University in Washington, DC. He resides in Springville, Utah. Search for other works by this author on: This Site Google William P. MacKinnon William P. MacKinnon WILLIAM P. MACKINNON is a Fellow and Honorary Life Member of the Utah State Historical Society. Since 1963 his articles, essays, and book reviews have appeared in eighteen issues of Utah Historical Quarterly. He has been presiding officer of the Mormon History Association, the Santa Barbara Corral of the Westerners, Yale Library Associates, and Children’s Hospital of Michigan. He is an alumnus or veteran of Yale College, Harvard Graduate School of Business Administration, General Motors Corporation, and the US Air Force. He resides in Montecito, California. Search for other works by this author on: This Site Google Utah Historical Quarterly (2021) 89 (4): 305–322. https://doi.org/10.5406/utahhistquar.89.4.0305 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kenneth L. Alford, William P. MacKinnon; Communicating in Code: Brigham Young, Thomas L. Kane, and the “Lost” Utah War Message of July 1858. Utah Historical Quarterly 1 January 2021; 89 (4): 305–322. doi: https://doi.org/10.5406/utahhistquar.89.4.0305 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressUtah Historical Quarterly Search Advanced Search The text of this article is only available as a PDF. Copyright 2021 by the Board of Trustees of the University of Illinois2021 Article PDF first page preview Close Modal You do not currently have access to this content.

From bystander to ally among faculty colleagues: construction and validation of the bystander intervention behavior scale

PurposeBystander intervention mitigates the negative impact of bias incidents in the workplace. However, intervention tends to be viewed as binary: intervention occurred or it did not. Consequently, research has focused on conditions under which witnesses of bias incidents choose to intervene, and less is known about how witnesses may intervene. This paper elucidates the intervention behavior choices available to witnesses of bias incidents and develops a bystander intervention behavior (BIB) scale.Design/methodology/approachTo develop the scale, the authors used the three-phased act frequency methodology. In phase I, the authors surveyed faculty who had both witnessed a bias incident and seen someone intervene to address it. The authors asked these faculties to list the observed bystander intervention behaviors they had personally observed. In Phase II, different survey respondents and subject matter experts assessed the prototypicality of each of the behaviors in relation to the concept of bystander intervention. In phase III, the authors tested the validity and reliability of the resulting 18-item scale and assessed the ability of bystander intervention behavior to mitigate the negative impact of bias incidents on the academic workplace.FindingsThe BIB scale consists of two theoretically derived, empirically validated and reliable dimensions; it can be used as a summary score to evaluate the extent to which colleagues intervene indirectly and directly when a bias incident occurs in the academic workplace.Originality/valueThis scale is valuable in advancing efforts to mitigate the negative effect of bias in the workplace and training colleagues to intervene in various ways when bias occurs.

Virtual Symposium Designed as an Innovative Approach to Disseminate Leadership Development Content.

The American Association of Colleges of Pharmacy (AACP) Leadership Development Special Interest Group (LD SIG) embarked upon a one-week virtual symposium (VS) across three years. The purpose of the VS was to disseminate leadership content, case studies, and various topics of interest utilizing technology. This electronic format provided a new communication approach to facilitate content and discussion of leadership materials amongst faculty colleagues nationally. The VS allowed participants to gain knowledge and skills to address leadership development in a timely, flexible manner that can be challenging during in-person professional meetings and conferences due to conflicting programming and travel limitations. Evaluators across each of the VS (100%) indicated that they either agreed or strongly agreed with the scaled evaluative statements that the video presentations met their educational needs.

Practical advice for mentoring and supporting faculty colleagues in STEM fields: Views from mentor and mentee perspectives

In 2020, the American Society of Biochemistry and Molecular Biology (ASBMB) Women in Biochemistry and Molecular Biology Committee introduced the ASBMB Leadership Awards to recognize individuals with a strong commitment to advancing the careers of women in biochemistry and molecular biology along with demonstrated excellence in research, discovery, and/or service. This innovative award recognizes efforts to mentor and support trainees and colleagues at all levels. Such a leadership award provides the opportunity to focus briefly on the important role of mentoring within the STEM disciplines. The goal of this commentary, which brings together perspectives from a senior scientist and recent recipient of the ASBMB Mid-Career Leadership Award as well as two junior faculty, is to highlight approaches for purposeful support of colleagues, with an emphasis on going beyond formal mentoring committees. The commentary primarily focuses on mentoring within the academic arena of extramural funding and publication, highlighting the reality that multiple mentors with diverse expertise and perspectives are critical to support success within STEM careers.

Home as the Quintessential Anti-Racist School: Reflections on Black Logics of Place and Opportunity, Parenting and Learning, Being and Striving

In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written.

Assessment, Evaluation, and Grading: A Reflection on My Radicalization

The COVID-19 pandemic forced instructors to adapt their assessment practices. For this author, that adaptation led to a reconsideration of evaluation systems, given the ways in which such systems can interfere with learning and perpetuate inequities. The author describes resulting changes in her grading of student work and evaluation of faculty colleagues.

STEM doctoral mentoring: a call for a conscious, culturally responsive journey

PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

Acknowledgments

Previous articleNext article FreeAcknowledgmentsFull TextPDF Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreThis volume grew out of a multiyear collaboration on “Global Medical Cultures and Law” that sought to bring together historians, anthropologists, sociologists, and legal scholars to explore a shared set of historical questions. We received generous support from the Buffett Institute for Global Studies and the Science in Human Culture Program at Northwestern University. I am especially grateful to the Buffett Institute’s then director, Bruce Carruthers, and to my collaborators: Carol Heimer, Laura Pedraza-Fariña, Rebecca Seligman, Jeannette Colyvas, and, most recently, Adia Benton. For their unflagging encouragement, I am indebted to Ken Alder and Steve Epstein; and for their advice and thoughts before the project got off the ground, my thanks to Mitra Shirafi and Heinz Klug. Natasha Dennison and Janet Hundrieser provided terrific administrative assistance, while the indomitable Shan Chen Pu did helpful background research. My coordinating role was supported in part by a Buffett Institute Faculty Fellowship and my research by a Scholars Award from the National Science Foundation (Award #1456984).Several scholars enriched our conversations along the way by taking part in events that led to this volume, including Mark Harrison, Linda Barnes, Kaushik Sunder Rajan, Rosemary Coombe, Chidi Oguamanam, Madhavi Sunder, Siri Suh, Guillaume Lachenal, Bridie Andrews, Noelle Sullivan, David Schoenbrun, Richard Rottenburg, and Nancy Hunt. For their astute comments on earlier drafts, our special thanks to Claire Wendland, Paul Ramírez, Steven Palmer, Peter Locke, and two incredibly helpful anonymous reviewers.Without the Osiris editorial board’s willingness to take a risk on us, this volume never would have been possible. And without the sustained engagement from W. Patrick McCray and Suman Seth, it would have been much the poorer. To all the contributors who were willing to take up new projects, rewrite and reframe chapters, and explore genres of history writing (and storytelling) that were unfamiliar, my enduring gratitude. It has been an honor and a joy to think with–and learn alongside–one and all. Previous articleNext article DetailsFiguresReferencesCited by Osiris Volume 362021Therapeutic Properties: Global Medical Cultures, Knowledge, and Law Published for the History of Science Society Article DOIhttps://doi.org/10.1086/713421 Views: 267 © 2021 History of Science Society. All rights reserved. Crossref reports no articles citing this article.

The Impact of Almond and Walnut Consumption on the Human Fecal Metabolome

ObjectivesMetabolomic studies can be utilized to generate biomarkers of food intake. Undigested food components affect the fecal microbiota and metabolome. Accordingly, we aimed to identify fecal metabolites unique to almond and walnut consumption. MethodsUntargeted metabolomic analyses were completed on 66 endpoint fecal samples from two separate 3-week randomized, controlled-feeding, crossover studies examining almond (n = 30) and walnut (n = 36) consumption in adults (25–75 yr). Control diets, representative of the typical American diet, were fed at weight maintenance with 0 g/day of nuts. During the treatment arms, the base diet was scaled down to allow isocaloric inclusion of 42 g/day of almonds or walnuts. The Kruskal-Wallis H test was used to determine statistically significant metabolites between treatment and control groups with Benjamini-Hochberg false discovery rate adjustments (reported as q-values). ResultsOf the 318 quantifiable fecal metabolites, 42 were significantly different when comparing the treatment groups to their respective controls after adjustment (q < 0.05). Of these 42 metabolites, 9 were significantly different in both the almond and walnut treatment samples. Two metabolites, palmitoleic acid and p-cresol, were unique to almonds—the relative concentration of palmitoleic acid was higher in the almond group compared to control and p-cresol was lower in almond compared to control. Walnut treatment samples contained 31 unique metabolites, including 15 fatty acyls, the majority of which were higher in the walnut group compared to control. ConclusionsHigher concentrations of fecal fatty acyls in the almond and walnut groups compared to their respective controls support previous findings that the plant cell walls of nuts reduce digestibility, therefore, limiting accessibility of intact lipids. Overall, these results reveal promise in identifying fecal biomarkers of food intake for eventual use in personalized dietary recommendations. Ongoing analyses include utilizing machine learning models to further biomarker panel development through incorporation of baseline data and metagenomic analyses. Funding SourcesThis research was funded by the Foundation for Food and Agriculture Research and the National Center for Supercomputing Applications Faculty Fellowship.

The Demographic and Health Surveys Faculty Fellows Program: Successes, Challenges, and Lessons Learned.

Primarily funded by the United States Agency for International Development (USAID), the Demographic and Health Surveys (DHS) Faculty Fellows Program is designed to strengthen the institutional capacity of universities in low- and middle-income countries to use and analyze DHS data. This article provides an overview of the program's evolution and its current form; presents successes and impacts; and discusses challenges, lessons learned, and potential further directions.Initiated in 2008, the Fellows Program underwent several rounds of improvement. The current model involves a competitive team application process, 2 intensive in-person workshops, completion of a working paper of publishable quality, and the transfer of analysis skills learned during the fellowship to students and colleagues at home universities, all completed over 1 year. Since 2011, the Fellows Program has trained 152 researchers from 45 universities in 25 countries in Africa, Asia, and the Middle East. The program has not only strengthened individual skills in conducting research with data from large surveys but also substantially increased institutional capacity to analyze DHS data through fellows' capacity-building activities at their home universities. These successes have happened despite the many and continuing challenges related to fellows' diverse backgrounds, experience, skills, language barriers, logistical difficulties in organizing in-person workshops in fellows' countries, and sometimes fellows' varying levels of commitment.With continuous support from USAID, the program hopes to expand to more universities and countries, especially francophone countries. Overall, the DHS Faculty Fellows Program has proven to be highly successful and provides a model for other groups aiming to strengthen capacity for data use and research in low- and middle-income countries.