Research Career Mentoring Research Career Mentoring in Communication Sciences & in Communication Sciences & Disorders Disorders During a Period of Species During a Period of Species Endangerment Endangerment Christopher A. Moore, Ph.D. Professor and Chair University of Washington
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Research Career Mentoring in Communication Sciences & Disorders During a Period of Species Endangerment Christopher A. Moore, Ph.D. Professor and Chair.
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Research Career MentoringResearch Career Mentoring in Communication Sciences & Disorders in Communication Sciences & DisordersDuring a Period of Species EndangermentDuring a Period of Species Endangerment
Christopher A. Moore, Ph.D.Professor and Chair
University of Washington
Fresno Kangaroo Rat
Manatee
Galapagos Tortoise
Indian Tiger
Least Tern
Kimodo Dragon
Consideration of CSD Mentoring & Training Using an Endangered Species Model
Western Lowland Gorilla
Horned Puffin
Threats Can Present Opportunities
• There are administrative opportunities to create a research-centric program - including doctoral research training
• There are comparatively few programs providing sustainable academic research training in CSD.
• The opportunities for new or rising CSD programs are relatively rich compared to more densely populated disciplines (e.g., chemistry).
• An investment of 14 faculty positions can anchor a new program.• Students, demand for graduates, and career paths are all in
place.• NIDCD support is unparalleled.
Identification of a Species as Endangered
For most species, the problems and solutions are complex interactions of multiple factors.
• Recruitment• Retention• Training
• Propagation• Nurturing
• Survival
Identification of a Species as Endangered
• Propagation rate is exceeded by mortality• Annual shortfall of new PhDs in CSD is about
100 with respect to faculty openings.
Even assuming that all new PhDs go into academic research, the shortfall is dire.
Identification of a Species as Endangered
• Numbers alone will not perpetuate the discipline. The propagation of CSD as a discipline depends on a healthy population of academic researchers.
• Distinct from master clinicians or accomplished teachers, these researchers provide the foundation for new knowledge in treatment and advanced instruction.
• Who’s tending the pipeline?
Identification of a Species as Endangered
• The less-quantifiable, far more insidious threat – degradation of research training• Responding to increasing need, faculty are increasingly
hired with lower levels of research training experience (post-docs are rare in CDS)
• Teaching loads rise with shortages, reducing time allocated to research training
• It’s not too late for junior faculty.• Formalized continued mentorship (local or external)• Formalized expectations, including continued
training, as needed
Optimizing Habitat
• How can academic research programs improve the recruitment, retention, and training of our successors?
• Make pigs sing; annoy pigs• We know of many other strategies that aren’t working, and
some that help individuals, but not the discipline or dept.• Can you
Should youWhy would you want to:provide administrative guidan$e, vi$ion, and mu$cle to make strategic (i.e., lab group) hires to create effective research habitat.
Incubation by Acculturation
• Inevitably raises self-expectations; establishes a model of performance and protocol
• Reduces organizational demand on individuals
• Provides redundancy in identifying areas of training importance, thereby reducing gaps
• Establishes a long-term community
IncubatingFuture Research Faculty
1. Explicit attention to research training as the primary objective for those seeking the research doctorate
2. Exploiting all available resources to enhance research training
3. Removing threats, barriers, and distracters from research training.
Training Elements
• Culture
• Mentoring
• Curriculum
• Funding
Specific Training ElementsCulture
• Creating a more general culture of expectation
• Joining with established research groups
• Promoting participation in the larger culture (e.g., presentations at scientific meetings specific to the student’s research area
Specific Training ElementsMentoring
• Use a Strong Mentoring Model• Include students in mentors’ work
• e.g., manuscript review, human subjects approvals, purchasing, analysis)
• Build toward solid, early independence (it’s unlikely there’s a post-doc in his/her future).
• Create expectations that build toward career goals at a high level (e.g., scientific presentations, journal publications, grantwriting, technical skills)
• Within each research group, stay product-focused