Here are a few programs that I’ve participated in to improve my teaching and mentoring skills.
2014 UAB Mentoring Academy
(April 17, 2014)
The 2014 UAB Mentoring academy was an all-day event for new and junior faculty only focused on the practice and art of mentoring trainees with case studies and break-out discussion sessions utilizing resources from the University of Wisconsin’s Entering Mentoring series together with materials from the NIH and NSF.
Mentoring Competencies and Models: Traditional mentoring, Group mentoring, Peer mentoring
Roles and Responsibilities of Mentoring:Career enhancing functions, Providing psychosocial support
The Process of Mentoring:Formal mentoring, Informal mentoring
Strategies for Mentoring Success: Effective communication, Individual Development Plans, Identifying challenges
Mentoring Case Studies
Differing career goals
Developing a Teaching Portfolio
(GRD 716-Spring 2014 term)
This hybrid course guides participants in developing a Teaching Portfolio for improving teaching practices and enhancing job search potential. The web-based curriculum introduces essential elements of the portfolio, provides tools for gathering necessary documentation, and through individual feedback from the instructor, assists participants in drafting a personal Philosophy of Teaching, upon which the Portfolio is built. 2 class meetings, and weekly online assignments. 2 credits.
Society of General Internal Medicine (SGIM) Teaching Educators Across the Continuum of Health Care (TEACH) Scholar
The TEACH certificate program was developed by SGIM’s Education Committee to address the needs of junior clinician educators. The program focuses on Teaching Skills and offers quality instruction and assessment with tangible outcomes. Participants leave the program with an interactive Teaching Portfolio to document their teaching performance and feedback obtained as well as reflections on strengths and weaknesses. Unfortunately, I was not able to complete the program due to my departure from academia and limited number of teaching observations. However, I still benefited from the monthly articles and discussions and the workshops during the SGIM annual meetings.