Adam Pate1, Jennifer Smith2, David Caldwell3, Alexis Horace4, Michelle Zagar5. 1. University of Mississippi School of Pharmacy, P.O. Box 1848, University, MS 38677-1848, United States. Electronic address: anpate@olemiss.edu. 2. University of Louisiana at Monroe School of pharmacy, 1725 Claiborne Ave., Shreveport, LA 71103, United States. Electronic address: smith@ulm.edu. 3. University of Arkansas for Medical Sciences College of Pharmacy, ED II 6/107D, 4301 W. Markham St. #522, Little Rock, AR 72205, United States. Electronic address: dcaldwell@uams.edu. 4. University of Louisiana at Monroe School of pharmacy, 3849 North Blvd., Baton Rouge, LA 70806, United States. Electronic address: horace@ulm.edu. 5. University of Louisiana at Monroe School of pharmacy, 1800 Bienville Drive, Monroe, LA 71203, United States. Electronic address: zagar@ulm.edu.
Abstract
PURPOSE: To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. EDUCATIONAL ACTIVITY: A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). FINDINGS: Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). SUMMARY: A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members.
PURPOSE: To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. EDUCATIONAL ACTIVITY: A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). FINDINGS: Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). SUMMARY: A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members.