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Welcome to Boston!
Faculty Development Think Return on Investment
BU LEADS: BOSTON UNIVERSITY HENRY M. GOLDMAN SCHOOL OF DENTAL MEDICINE’S FACULTY DEVELOPMENT PROGRAM Session Title: Leading Faculty – It’s Not Just About PromoGon! Session Number: I-‐012 Session Time: Saturday Mar 7 2015 8:00 AM -‐ 11:00 AM
Judith Jones, DDS, MPH, DScD Professor Assistant Dean for Faculty Development Director, Center for Clinical Research
IniGal (re-‐) assessment Intermediate outcomes
ImplementaGon
Summary of needs
IniGal plan
2011
2012
2013
2014
2015
• NegoGaGons, contracted with AAL • Assessment, plan; programs implemented • ConGnued programming • Begin reassessment • ConGnue reassessment, new plan
2011-‐2012: Assessment • • • • • • •
Collaborated with AAL Survey monkey quesGonnaire of faculty-‐12pp. Skills needed by faculty What faculty wanted Climate quesGons Concluded with focus groups *2 days AAL presented a set of opGons
Plan Development • Task Force with diverse faculty representaGon • Provided results of quesGonnaires and AAL’s recommended programming • Discussed opGons / ranked recommended programming by interest of faculty and need of the School • Plan developed • Dra^ shared with Task Force, AAL, Dean.
BU LEADS Goal: Plan, develop, implement and evaluate a robust, sustainable faculty development program. ObjecGves: a) Semiannual programs for faculty orientaGon and career planning; b) DidacGc programs on leadership, principles and assessments of teaching and learning, principles of evidence based pracGce, criGcal thinking, and principles of public health pracGce;
BU LEADS Plan, develop, implement and evaluate a robust, sustainable faculty development program. ObjecGves (cont.): c) Mentored clinical and didacGc teaching for junior faculty; and d) Intensive faculty development for selected individuals with high interest and potenGal for leadership in dental educaGon and scholarship.
Table 2: Faculty PrioriNes for development Faculty Track
Teacher Clinician
Clinician InvesNgator
Biomedical Researchers CriGcal thinking (73)
Teaching and learning EffecGve presentaGons and communicaGon (73) Teaching effecGvely in the classroom (71) Understanding and enhancing student moGvaGon (66) For current and future course directors only:Course development and instrucNonal design (62) Using case-‐ or problem-‐based learning to enrich the curriculum (61) Working effecGvely with challenging (difficult) students (58) Learning styles (55) Diversity and intercultural competence (cultural differences, ethics, acceptable behaviors [53]) EducaGonal Models (51) Clinical teaching and Learning best pracGces (74) *ScienGfic wriGng, Giving feedback to enhance clinical competency grants and manuscript prep (65) Assessing progress toward clinical competency English wriGng (as a (64) second language) Leadership Building and sustaining a mentoring relaGonship (70) //Mentoring
Logic Model Planned work
Intended results
inputs
processes/ acGviGes
outputs
outcomes
impact
Applied Strategic Plan
Assessment (completed in 12/2011)
Scorecard assessment of ASP objecGves related to faculty development
Faculty retenGon rates % with promoGon within 6 years
Improve vitality of faculty. Develop a sustainable climate of support
#faculty trained #URM faculty trained # faculty in clinical teaching, research
Improved climate survey Improved faculty saGsfacGon with teaching
Enhance networking, translaGonal collaboraGons in educaGonal programs and research
3 days per year for 40+ faculty 3 webinars on teaching and learning Semiannual orientaGon and career development workshops
IniGal (re-‐) assessment Intermediate outcomes
implementaGon
Summary of needs
IniGal plan
BU LEADS: Results 2012-‐2015 ObjecNve 1. Semiannual programs for faculty orientaNon and career planning • Expected outcomes: All new Faculty will parGcipate in a full day orientaGon within six months of joining the faculty. All new faculty will be assigned a mentor by their department chair to help new faculty develop career goals and related acGviGes to achieve the goals. • EvaluaNon: 56% of new faculty anended orientaGon in 2012, 70% in 2013, 74% in 2014. • Unknown = % of new faculty that develop a formal career development plan
BU LEADS: Results 2012-‐2015 ObjecGve 2: DidacGc programs on leadership, principles and assessments of teaching and learning, principles of evidence based pracGce, criGcal thinking…
• Expected outcomes: Annually achieve 120 faculty days of training. In addiGon, at least 100 faculty will anend the faculty development week sessions (2-‐hour synchronized lunchGmes 1-‐2*/year)
• EvaluaNon: (# faculty days of training) / (120 days)*100= • 157% of goal for 2012, 184% in 2013, 126% in 2014. • # anendees at lunch sessions/100 expected*100 = • 152% in 2012, 210% in 2013, 193% in 2014.
BU LEADS: Results 2012-‐2015 • ObjecNve 3. Mentored clinical and didacNc teaching for junior faculty • Expected outcomes: All junior faculty (faculty less than three years at the instructor or assistant professor level) will be paired with a faculty mentor to engage in guided discussions of effecGve strategies for teaching and assessment. • EvaluaNon: % junior faculty who meet with and shadow a senior faculty at least quarterly during the academic year; # of clinical faculty pairs that anend seminars and discuss webinar elements each year.
BU LEADS: Results 2012-‐2015 ObjecNve 4. Intensive faculty development for individuals with high interest and potenNal for leadership in dental educaNon and scholarship. • Expected outcomes: Three faculty per year parGcipate in the Academy for Faculty Advancement; two per year parGcipate in the CREST Scholars and one per year parGcipates in the ½ Gme residency program in dental public health. • EvaluaNon: 2/year in AFA, 1 CREST Scholar, 0 DPH, 2 AAL Leadership InsGtute Fellows.
ParGcipaGon by year faculty dev full day webinars week 2012
183
0
152
2013 146F+75S
77
210
2014 91F+60S
66
193
total 420F+135S 143
555
Reassessment
Intermediate outcomes
implementaGon
Summary of needs
IniGal plan
Re-‐assessment • QualitaGve evaluaGon of annual review goals 2014 • Faculty Development Comminee 2015 • Reassessment with AAL • New three year plan By 2016 • Focus on criGcal thinking, teams, EI,IPE
ParGng thoughts • Release Gme-‐ always an issue, especially with protected Gme for intensive development • Mixed success-‐ need to build on that • It is a COLLABORATIVE PROCESS – need support from Chairs, Deans and Dean • You can’t always get what you want…but • You get most of what you need.
Collaborators! • Faculty Development Task Force: Miklos Sahin-‐Toth, Laura Becerra, Bing Liu, Eva Helmerhorst, Manuel Molina, Jason Zeim • Co-‐chair Neal Fleisher • AAL-‐ Tobias Rodriguez, Becky Zhang, Paula O’Neil, Clyde Evans, Marcia Ditmyer, Karl Haden • Dean Huner and • Associate Deans Leone and Guarente
QuesGons?
Budget Academic Year Program
Direct cost
Salary
Fringes In house Total Costs
Week-‐long Faculty Development Lunches 2000 AAL Programs – 2 days/year+2 34,500 webinars/year Academy for Faculty 30,000 8,340 Advancement: 3FTEE*.1 Week long Faculty Development 2014 Lunches AAL Programs – 2 days/year+2 34,500 webinars/year Academy for Faculty 30,000 8,340 Advancement: 3FTEE*.1 2013
GRAND TOTAL
2000
2,000
15,500
50,000
38,340
38,340
2,000
2,000
15,500
50,000
38,340
38,340
$90,340/year
