SIFD Key Program Offerings

7th ASCO Summer Institute for Faculty Development (SIFD)

Sunday, July 9 – Wednesday, July 12, 2017
Eric P. Newman Center, University of Washington
St. Louis, Missouri

PROGRAM OVERVIEW

Institute Goals:
  • Provide participants with an opportunity to gain the knowledge and skills necessary to enhance their success in an optometric academic environment as career-long, productive faculty members.
  • Contribute to increased retention of faculty in the schools and colleges of optometry. The SIFD represents a major initiative by ASCO to address its strategic priority for “Faculty Promotion and Development.”
Targeted participants:

Colleagues who have been full time faculty members for greater than 2 years but less than 10 are the targeted participants. Approximately 40 total participants are anticipated. Each institution is assured of at least one faculty member participating, and that individual may be designated by the President/Dean. Other interested faculty members may complete the application process; all applicants must be approved by the institution’s President/Dean or their designee.

Participant application process:

The materials for application will be forwarded to the schools and colleges by 16 December 2016. Applicants will be required to submit an application, short biography, and CV. Applicants will be reviewed and selected by representatives from the SIFD program committee.

Funding:

ASCO and multiple corporate sponsors have generously supported the SIFD; thus, the hotel and most of the meal functions are funded for the first two participants from each of the schools and colleges. The schools and colleges are asked to fund the airfare, ground transportation, incidentals, and registration fee ($285) for those first two participants. For each additional participant, the institution must cover the entire cost of the program for that individual, which is $1,425. Affiliate members must cover the entire program cost for the second or more participants. Please note that this information is subject to change.

Three specific areas will be addressed:

1) Teaching and Learning,
2) Scholarship, and
3) Academic Culture

Keynote speakers and program facilitators will present topical areas for discussion. Formal presentations, workshops, small group discussions, and shared activities will comprise the Institute. Each attendee will develop a long-term career plan with specific goals, objectives and action strategies. Attendees will be mentored in this process by the program faculty and other attendees. The impact of the program upon each participant will be evaluated both at the conclusion of the program and over the ensuing year. Participation on the longer term outcome assessment is an obligation of all attendees.

Schedule:

Selected participants should arrive by 3:00 pm on Sunday and plan to depart on Thursday. Participants will spend their days participating in programs similar to what is listed below:

Sunday, July 9
  • Registration (4:00 pm)
  • Dinner (5:00 pm)
  • Keynote Address
  • Review Schedule and Framework
  • Group Introductions
Monday, July 10
  • Finding your path in academia (Panel)
  • Academic Culture
    Clinical track versus tenure track
    Private school versus public school
    Promotion
    Governance
  • Publishing
    Determine your audience
    Impact factor
    Citations
    Writing tips
    Submitting manuscripts
    Review process
    Responding to reviews
    Timeline
    Reviewing manuscripts
  • Presentations
    How to get in CE circuit
    How to entice participants
    How to make the presentation clear
  • CV versus Resume
    What are the similarities
    What are the differences
    What are they used for
  • Participant-Mentor Program Meetings
Tuesday, July 11
  • Syllabus and Course Development
    Importance of course syllabus
    How to construct syllabus
    Writing student learning objectives
    Blooms adapted learning objectives
    Developing course to meet lecture hrs for credit/lab
  • Test Construction and with Item Analysis
    Proper construction of MCQ
    Create MCQ that target different cognitive levels
    Common flaws in construction of MCQ
    How to recognize a “good, poor performing, etc” MCQ item
    Specific examples
    Quality assurance for MCQ
  • Clinical/Didactic Education
    Break out into groups that are clinical educators (primary FTE) v. didactic educators
    Clinical education group can focus on evaluation and feedback with student learners
    Clinical education group can focus on how to be an effective preceptor
    Didactic education group can focus on teaching style, assessment, and feedback
    Didactic education group can work on teaching the millennial generation (i.e., turning point clickers, etc.)
  • Participant-Mentor Program Meetings
 Wednesday, July 12
  • How to build the Dossier
    Timeline in preparation
    Importance of writing the narrative
    What should and should not be included as evidence
    Who to list as references and why
  • Mock Tenure and Promotion Panel Discussion: Review of Fictitious CVs
  • Break-out Group Discussions: Suggestions to Enhance Your CV and Scholarly Portfolio
  • Participant-Mentor Program Meetings
  • Closing Reception