Faculty Role Research Articles

Impacts of Student-Led Sustainability Efforts at Fresno State

As California State University, Fresno (Fresno State) continues to develop institutional capacity to improve sustainability within the contexts of the Association for the Advancement of Sustainability in Higher Education (AASHE), the university mission, and strategic objectives identified by the California State University (CSU), student activism has played a critical role in establishing the groundwork for current efforts. Despite progress towards an overarching goal of integrating sustainability into all parts of the institution, near constant turnover within the institution and student-led organizations often leaves uncertainties about institutionalization, with questions often arising about the respective roles of faculty, staff, and students. It is also often unclear whether the sustainability efforts contributed by students acts to empower them or if it serves as an additional burden. In our research, we compare a case-study of our student-led efforts towards the integration of sustainability at Fresno State to a landscape analysis of integrative sustainability efforts findable across websites of all other CSUs. The aim of this paper is to examine the current roles that students are playing in both campus and system-wide sustainability efforts. Case study and landscape analysis results suggest that while students look to their campuses to provide sustainability leadership, youth-led efforts are apparently the most numerous in advancing efforts across the CSU system. This supports more contemporary views of students and the need for asset-mindedness, as well as the idea that educational institutions--who are charged with leading sustainability (i.e., AASHE)--can increase equity and reduce student burdens by recognizing, supporting, and intentionally collaborating with leading student efforts.

Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic

How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.

Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors

Maintaining academic integrity is a growing concern for higher education, increasingly so due to the pivot to remote learning in 2020 caused by the COVID-19 pandemic. We canvassed students, faculty, and tutors at an online Canadian university about their perspectives on academic integrity and misconduct. The survey asked how the university could improve policies concerning issues of academic integrity, how faculty and tutors handled cases of misconduct, about satisfaction with how academic violations were treated, and about the role of students, faculty, and tutors in encouraging academic integrity. As well, we collected suggestions from respondents for reducing cheating, addressing academic misconduct, and general ideas about academic integrity. The distinction between misconduct and integrity was not always clear in their comments. We received responses from 228 students and 73 faculty and tutors, generating hundreds of comments. In this paper we focus only on the answers to open-ended questions. Using content analysis, we categorized the replies into similar threads. After multiple iterations of analysis, we extracted three general recommendation groupings: Policy and Procedures, Compliance and Commitment, and Resources. Based on respondents’ views, we propose a balanced approach to supporting academic integrity. Although we conducted the study pre-COVID-19, the recommendations apply to current and future academic integrity practices in our context and beyond.

Exploring mentoring and nurse faculty: An integrative review.

Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs. The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty. Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship, mentors, mentor, nursing faculty, faculty, educational personnel, nurses, nursing, and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia. A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships. More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships.

THE CONNECTION BETWEEN JOHN LOCKE'S EDUCATIONAL PHILOSOPHY AND EPISTEMOLOGY AND THE CONDUCT OF UNDERSTANDING

This paper addresses three fundamental features of John Locke's educational philosophy, crucial to understanding the philosophical underpinnings of Locke's theory of education and the conduct of the understanding. These three features are 1) intimate connection between education and epistemology, 2) role of sensory faculties in the attainment of knowledge, and 3) the nature of ideas. In the first section, I will examine Locke's conception of epistemology and its relation to his theory of education. Being more akin to the corpuscularian view of reality, Locke believes that one should not bother about the knowledge of those things for which one is not capable due to the limits of one's sensory capacities. The second section is devoted to explaining those factors mentioned by Locke in his educational writings, which are crucial to understanding the conduct of understanding and play an important role in a child's mental development. Such as thinking habits, ideas as an object of understanding, the flexibility of mind, history, culture, language, and morality. The third section aims to clarify the meaning and nature of ideas as they are the cornerstone of Locke's epistemology which is intimately connected to his educational philosophy. Being an empiricist philosopher, he reduces man to an experiential plane of life and believes that education aims not to know all things except those that affect our conduct.

Promising Practices and Emerging Ideas in Academic Integrity Policy Development

Recently, Athabasca University canvassed faculty, tutors, and students about their perspectives on academic integrity. Responses to open-ended questions were received from 102 faculty and tutors and 146 students, generating hundreds of comments. The survey asked how Athabasca University could improve its policies concerning issues of academic integrity, about satisfaction with how academic violations were treated, on the role of faculty and tutors in encouraging academic integrity, and on how faculty and tutors handled cases of misconduct. As well, we collected suggestions from faculty, tutors, and students for reducing cheating, increasing academic integrity, and other ideas about academic integrity in general. Using content analysis, we categorized these open-ended replies into similar threads. Five general recommendation groupings were extracted: policy and procedures, compliance and commitment, resources, plagiarism detection software, and other. The proposed presentation will focus on two sets of recommendations: policy and procedures and plagiarism detection software. We believe that our work meets the criteria for the call for papers because we are learning from our faculty, tutors and students and are interested in sharing their insights. Although we conducted the study pre-COVID-19, we think the recommendations apply now as much as they did then, and will continue to be useful into the future.

98 ‘AOSim’: A Decision-Making Simulation Course for Acute Oncology Nurses

Simulation-based education (SBE) as a learning tool is becoming more prevalent, as is the recognition of the importance of non-technical skills. With this insight comes a desire to improve clinical practice using these techniques. ‘AOSim’ has arisen from an intrinsic desire to achieve this from within an Acute Oncology Service (AOS). Wishes to improve confidence, decision-making and teamwork have guided the design and implementation of a novel simulation course in this field.The purpose of the course has been guided by the candidates. The hope is to be able to provide a safe learning environment to explore decision-making, improve confidence in clinical practice and strengthen teamwork.The course design was informed by direct stakeholder analysis. Pre-course surveys aided in planning the course and scenario design. The course would run over half a day and comprise three scenarios, each followed by a debrief. The candidates invited were nurses working in the local AOS and the AOS coordinator. Each scenario was designed with a particular focus in mind; ‘Respectful Challenging’, ‘Clinical Prioritisation’ and ‘Treatment Escalation’. The clinical context of the scenarios was based on oncology to provide a familiar environment for the candidates. This would also enable the focus to be paid to the non-technical skills related to the aims of the course. The scenarios were to be run in a high-fidelity setting using a mixture of role players, mannikins and plants. Faculty roles had been assigned prior to the course date.A course overview was sent to the candidates including the planned date for running the course to allow the candidates to plan for handover of their clinical duties; this allowed protected time for the course to run. ‘AOSim’ was run in a simulation suite in the high-fidelity setting with an experienced faculty. The candidates were introduced to the simulated environment and the importance of psychological safety was explained. The three scenarios ran as planned to include subsequent informative debriefs. Immediate and post-course feedback were positive, particularly with increased confidence levels and team-working ability. This has led to aspirations to run the course again for a different candidate group in the future.

Problems of quality of distance learning online

From this paperwork we see distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice, however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Being positively motivated to take an online course of study, they, nevertheless, face a number of challenges while learning at a distance. These involve low self-organization, lack of control on the instructor’s side, lack of effective interaction, and a sense of isolation, which decrease their satisfaction with an online learning experience. These findings prove the thesis that to be highly successful and effective distance learning requires considerable attention and commitment on the part of faculty. The role of faculty is manifested in the way the instruction is designed and delivered as well as in the faculty's ability to incorporate relevant course content with the emphasis on student support, interaction and assessment techniques as these are the key issues in effective distance learning.

The Role of Family, Race, and Community as Sources of Motivation for Black Students in STEM

AbstractMany studies indicate the important role of faculty and peers in Black students’ motivation to succeed. However, increasingly we are beginning to understand the role of other key factors. In this current study, we examine the role of family, race and community in shaping the motivation and success of Black students. This work reveals that parents and extended community help students stay focused and are important in helping students weather the challenges that arise academically as well as socially on the way to completing their degree. Students also are motivated by the financial sacrifices that their parents make to ensure that they have access to high quality educational experiences. Finally, participants expressed the importance of race and ethnicity as sources of motivation to defy the academic stereotypes about Blacks failing in STEM fields. While this research demonstrates how family, community and race are important sources of motivation, it does not minimize the need for students to have access to supportive advisors, faculty mentors and others in their academic departments who can serve as sources of motivation.

Finding Success in Scholarship: How Physician Assistant Educators Can Overcome Barriers to Publication.

Publishing scholarly work offers several benefits for physician assistants (PAs) in faculty roles. It allows them to establish expertise, disseminate knowledge, and advance their careers. However, due to a variety of barriers, PAs are often unable to build a portfolio of scholarly articles. They frequently lack the time, training, experience, and resources to complete large academic projects and navigate the complex publication process. This article offers 6 key strategies to help PAs in academic settings pursue scholarly work and achieve publication.

Using Self-Determination Theory to Drive an Evidence-Based Medicine Curriculum for Pediatric Residents: A Mixed Methods Study.

The ability to incorporate evidence-based medicine (EBM) into clinical practice is an Accreditation Council for Graduate Medical Education competency, yet many pediatric residents have limited knowledge in this area. The objective of this study is to describe the effect of an EBM curriculum on resident attitudes and clinical use of EBM. We implemented a longitudinal EBM curriculum to review key literature and guidelines and teach EBM principles. In this Institutional Review Board-exempt mixed methods study, we surveyed residents, fellows, and faculty about resident use of EBM at baseline, 6 months, and 12 months after the beginning of the intervention. We conducted point prevalence surveys of faculty about residents' EBM use on rounds. Residents participated in focus groups, which were audio-recorded, transcribed, and coded using conventional content analysis to develop themes. Residents (N=61 pre- and 70 post-curriculum) reported an increased appreciation for the importance of EBM and comfort generating a search question. Faculty reported that residents cited EBM on rounds, with an average of 2.4 citations/week. Cited evidence reinforced faculty's plans 79% of the time, taught faculty something new 57% of the time, and changed management 21% of the time. Focus groups with 22 trainees yielded 4 themes: 1) increased competence in understanding methodology and evidence quality; 2) greater autonomy in application of EBM; 3) a call for relatedness from faculty role models and a culture that promotes EBM; and 4) several barriers to successful use of EBM. After implementation of a longitudinal EBM curriculum, trainees described increased use of EBM in clinical practice.

Fostering Agentic Engagement: Working toward Empowerment and Equity through Pedagogical Partnership

An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students’ autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others’ learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.

The Role of STEM Program Directors in Broadening the Impact of STEM Interventions

STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor’s degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program’s efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students’ behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors’ efforts in order to move toward STEM education transformation in higher education.

A Study to Assess the Level of Happiness Among Nursing Faculties

Background of the study: Nursing education is considered one of the academic disciplines with higher levels of job stress. Nursing faculty are seldom viewed as a vulnerable population, yet those who teach nursing are susceptible to physical, psychological, and emotional harm from students, peers, and administrators.[13] In the nursing faculty role, individuals face multiple stressors that, if not handled in a proactive manner, may result in serious stress reactions characterized by negative behavioural, psychological, and physiological outcomes. Burnout, in particular, is a negative consequence of stress. Faculty with higher happiness levels could treat student nurses better. It will have a direct impact nurse's level of happiness and is often displayed how they act in the clinical setting and treat their patients. This study was conducted to assess the level of happiness among nursing faculties working in various colleges of Uttar Pradesh, India. Materials & Methods: Descriptive research design was used in study. The study was conducted among nursing faculties employed in Government and Private nursing colleges of Uttar Pradesh. Through Snow ball sampling method data was gathered among 79 nursing faculties from different nursing colleges. Structured self-administered questionnaire was used to obtain data from the samples. Structured self-administered questionnaire consists of two parts. Part A consists of questions related to demographic data such as Age in Years, Gender, Education, Nature of Job, Annual Income, Marital status and Employment of Spouse. Part B of the tool consists of Oxford Happiness Questionnaire. Results: The mean score of Oxford Happiness Questionnaire of this study is 4.3. Lowest score is 1 and highest score is 5.9. 56.96% of the participants score was between 4 –5. It indicates the majority of the participants of this study was rather happy or pretty happy. 17.72% of the participants score was in between 5 – 6, which indicates they are very happy. 20.25% OF participants score was in between 3 – 4, and it was interpreted as neutral (not really happy/ unhappy). Oxford Happiness Questionnaire score of 2.53 samples was in between 2 – 3 (somewhat happy). 1.27 % of the samples score was 1, which indicates that they are not happy. Conclusion: Results of our study revealed that majority of nursing faculties working in nursing colleges were found pretty happy. Interestingly level of happiness of nursing faculties participated in this study had no association with the demographic variables such as age, gender, education, nature of Job, annual Income, marital status and employment of spouse etc.

Stress and coping - Perceptions of final year nursing students returning to clinical practice during the COVID-19 pandemic, South Africa.

BackgroundThe novel nature of the coronavirus disease 2019 (COVID-19) pandemic places challenges on nursing students as they try to complete the clinical requirement of their training. Nursing faculties need to understand these challenges to support and equip nursing students to enter the workforce.AimTo explore and describe the anticipated and subsequent perceptions of final year Bachelor of Nursing students returning to clinical practice during the COVID-19 pandemic in South Africa.SettingThe study was conducted at two universities in the Western Cape and KwaZulu-Natal, South Africa. Both universities offer 4-year Bachelor of Nursing programmes accredited by the South African Nursing Council and were in ‘hot spot areas’ for SARS-CoV-2.MethodsA qualitative study with focus groups discussions of final year undergraduate nursing students from both universities were conducted. Data were analysed through content analysis using Lazarus and Folkman’s Stress Appraisal Coping Model.ResultsFive focus groups discussions with a total of 25 participants were conducted. Three themes with eight sub-themes emerged, the key themes being: primary appraisal and anticipation of returning to clinical practice; contextual influence on primary appraisal and reappraisal to facilitate positive return to clinical practice.ConclusionPrimary perceptions of returning to clinical practice revolved around uncertainty and stress. However, through preparation and the process of reappraisal, participants were able to adapt and cope with the challenges in returning to clinical practice during the pandemic.ContributionIt is important to recognise the role of faculty in supporting nursing students’ transition into situations of uncertainty such as the pandemic.

A theoretical framework to promote minority PhD and DNP student success in nursing education.

Nursing PhD and DNP programs lack diversity and cultural responsiveness and, as a result, minority students are underrepresented in these programs. Stressors specific to being a member of a minority population, defined as minority stress, contribute to a range of barriers for ethnic/racial minority, male and LGBTQ PhD and DNP students. There is an urgent need for faculty and administrators to support minority doctoral student success by taking proactive steps to identify and begin to deconstruct these barriers. Doctorally-prepared nursing faculty serve as mentors and role models for doctoral students, provide exemplars for how to use scientific humility to research health inequities, implement evidence-based practice and develop the next generation of nurse scientists. Combating educational inequities for minority doctoral students is a first step in advancing health equity beyond academia. The purpose of this paper is to develop a theoretical synthesis to promote minority PhD and DNP student success in academia. The minority doctoral student success (MDSS) framework was developed using Schneider's attraction-selection-attrition framework, key concepts from the literature, and professional and personal experience to capture the minority doctoral student experience. A systems approach was used to identify multi-level influences on the minority student experience, including antecedents at each stage of the academic journey, and how minority stress and opportunity inherently affect the process. Diversity is essential to reimagine nursing doctoral education. This theoretical framework provides an approach to understanding the minority PhD and DNP student experience and the role of faculty and the academic organization in mediating barriers and creating opportunities to enhance diversity, equity, and inclusion.

Demographic Differences in Medical Students' Perceptions of Respect for Diversity Among Faculty.

Purpose: Faculty role modeling is critical to medical students’ professional development to provide culturally adept, patient-centered care. The behaviors displayed by faculty can directly influence students’ attitudes and behaviors and is considered a part of the “hidden curriculum.” 1 However, little is known about students’ perceptions of faculty role modeling of respect for diversity. The purpose of our study was to examine the perceptions of faculty role modeling of respect for diversity among a nationally representative sample of medical students and to assess the extent to which perceptions varied by student demographics. We hypothesized that students from historically marginalized groups (females; racial/ethnic minorities; and lesbian, gay, or bisexual [LGB]) and older students with greater lived experiences would be more likely to have a negative perception of faculty respect for diversity. Approach/Methods: This cross-sectional study analyzed data from respondents of the 2016 and 2017 Association of American Medical Colleges Graduate Questionnaire (AAMC-GQ). The AAMC-GQ surveyed graduating students at the 140 accredited allopathic U.S. medical schools with graduates as of 2017. Students’ responses from the GQ were linked to self-reported demographic data via AAMC data applications and services, including the American Medical College Application Service, Medical College Admissions Test, and Electronic Residency Application Service. Demographic variables included sex (male vs female), race/ethnicity, sexual orientation (heterosexual, LGB, or unknown), and age. Using multivariable logistic regression, we examined the extent to which student-reported faculty respect for diversity varied by demographic characteristics and sequentially adjusted all logistic regression models first for demographics then for marital status and financial variables. Results: The final study sample consisted of survey responses from 28,778 students, which represented 75.4% of the total 38,160 U.S. medical graduates in 2016 and 2017. Of 28,778 respondents, 48.6% were female, 5.2% identified as LGB. Most identified as White, 20.7% Asian, 5.1% as Black/African American, 8.5% Hispanic/Latinx, and 0.3% American Indian/Alaskan Native/Native Hawaiian or Pacific Islander (AIAN-NHOPI). Over a third (36.8%) of Black/African American students reported a lack of faculty respect for diversity compared with 14.4% of White students—a 3-fold higher odds of perceived lack of respect (OR, 3.24; 95% CI, 2.86–3.66) after adjusting for other demographics and covariates. AIAN-NHOPI (OR, 1.73; 95% CI, 1.03–2.92), Asian (OR, 1.62; 95% CI, 1.49–1.75), and Hispanic/Latinx (OR, 1.43; 95% CI, 1.26–1.75) students also had higher odds compared with White students, as did female compared with male students (OR, 1.17; 95% CI, 1.10–1.25), LGB (OR, 1.96; 95% CI, 1.74–2.22), and “unknown” sexual orientation (OR, 1.79; 95% CI, 1.29–2.47) compared with heterosexual students. Discussion: Over 1 in 6 medical students in our sample reported that faculty lacked respect for diversity. Medical students who identified as racial/ethnic minorities, females, LGB, and older students had higher odds of reporting that faculty lacked respect for diversity when compared with their majority counterparts. This perceived lack of respect for diversity may manifest itself during faculty–patient interactions. Gaps in patient–provider communication perpetuate health disparities and lead to higher levels of bias toward females, LGB, and racial/ethnic minority patients. 2–5 Our study also raises concern that for certain subgroups, a greater prevalence of the perceived lack of faculty respect for diversity may contribute to a more negative institutional psychological climate. Our findings support prior literature that negative faculty behavior contributes to the hidden curriculum. 1 Significance: This study’s findings highlight the need for medical schools, accrediting bodies, and leaders in academia to reaffirm their approach to creating an inclusive environment for all students. Students from marginalized groups disproportionately reported a lack of respect for diversity among faculty, which has important implications for patient care, the learning environment, and the well-being of trainees. Acknowledgments: Louisa Holaday, MD, and Joe Ross, MD, MHS (Yale School of Medicine), provided advice and nonfinancial support for this study. No compensation was given for these contributions.

Providing occupational and physical therapy services in a free community-based interprofessional primary care clinic

ABSTRACT Interprofessional care provided in a free community-based clinic that focuses on chronic health conditions and health promotion provides an innovative solution to improve societal health. Many existing clinics provide a range of professions, but few include allied health services such as occupational and physical therapy. This paper provides a description of the development and implementation of an expanded faculty-guided student-led community-based primary care clinic that includes occupational and physical therapists as part of an interprofessional collaborative practice model. A detailed description and explanation of the partners involved, the institutional missions that drive this work, the logistics completed that enabled the ‘doors to open,’ faculty and student roles, and initial outcomes will be provided. A review of the service delivery model, lessons learned, and future directions for the clinic will also be offered.

Research productivity of radiation therapy physics faculty in the United States

PurposeResearch productivity metrics are important for decisions regarding hiring, retention, and promotion in academic medicine, and these metrics can vary widely among different disciplines. This article examines productivity metrics for radiation therapy physicists (RTP) in the United States.Methods and materialsDatabase searches were performed for RTP faculty at US institutions that have RTP residencies accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP). Demographics, academic rank, number of publications, academic career length, Hirsch index (h‐index), m‐quotient, and history of National Institutes of Health (NIH) funding as a principal investigator (PI) were collected for each RTP. Logistic regression was performed to determine the probability of academic rank as a function of h‐index and m‐quotient. Statistical tests used included the Wilcoxon ranked sum test and the Pearson χ 2 test.ResultsA total of 1038 faculty and staff were identified at 78 institutions with CAMPEP‐accredited residencies. The average RTP academic career duration is 13.5 years, with 46.7 total publications, h‐index of 10.7, and m‐quotient of 0.66. Additionally, 10.5% of RTP have a history of NIH funding as a PI. Large disparities were found in academic productivity of doctoral‐prepared physicists compared to those with a terminal master's degree. For differences in junior and senior faculty, statistical tests yielded significance in career duration, number of publications, h‐index, and m‐quotient. Gender disparities were identified in the overall distribution of RTP consistent with the membership of the American Association of Physicists in Medicine. Further gender disparities were found in the number of doctoral‐prepared RTP and physicists in senior faculty roles.ConclusionsThis manuscript provides objective benchmark data regarding research productivity of academic RTP. These data may be of interest to faculty preparing for promotion, and also to institutional leadership.

Confronting the nameless-faceless: a duoethnography of navigating turnover and early career socialization

PurposeThe purpose of this duoethnography was to share our narratives as a left-behind early career faculty (ECF) and graduate student with minoritized identities and reflect on academic socialization processes. Specifically, when many scholars are raising alarms about the retention and success of faculty with minoritized identities, it is crucial to recognize the dimensions of socialization within the organizational context of academia.Design/methodology/approachThe authors sought an approach that would facilitate the interrogation of the overlap and divergence of the authors’ perspectives. Duoethnography research design was chosen for its focus on self-reflection as well as on the importance of the expression and consideration of those diverging perspectives. The goal was collaboration to generate a discussion that deepens a complex understanding of socialization in and professional commitment to academia.FindingsThe central insight that surfaced from the analysis of our duoethnography data is the enhanced understanding of the “nameless-faceless” dimension of academic socialization. Endeavoring to understand why faculty leave and how those who are left behind make sense of that departure led the authors to examine the unknown entities the authors are responsible to and for so they may better understand their commitment to academia.Research limitations/implicationsThe authors’ findings reveal that the nameless–faceless element is just a generalized behavior adopted in the interest of restricted and individual advantage. Diversity and equity practices are touted as a priority, but frequently, institutions act in ways that establish their own self-interests. The authors argue that we are all the nameless–faceless when they participate in academic norms that work to uphold and perpetuate traditional practices in academia.Practical implicationsThe authors’ findings point to intentional mentoring and integration of responsibility in faculty roles as potential recruitment and retention tools.Originality/valueThe authors extend the importance of collaboration and mentorship in retaining graduate students and EFC to the concept of intertwined professional commitment, or the theory that it is not simply the outcomes that are influenced by the support and cooperation between faculty with minoritized identities but that our professional commitment to academia is strengthened by that collaboration and witnessing each other's purpose and motivation to remain in academia.