University of Maryland College Park School of Public Health

FMSC 879 - Preparing Future Faculty and Professionals

Department of Family Science

Semester: Fall 2015 Office hours: By Appointment

Classroom: SPH 1142A

Times: Selected Wednesdays, 1-2 pm

Instructor: Dr. Elaine Anderson G.A.: Emma Murray

Office: SPH 1142Y Email: ebmurray93@gmail.com

Phone: (301) 405-4010

Email: eanders@umd.edu

Instructor: Dr. Sally Koblinsky

Email: koblinsk@umd.edu

Phone: (301) 717-5789

Email: koblinsk@umd.edu

Course Pre-Requisites: Must be a doctoral student in the School of Public Health to enroll.

Course Credits: May enroll in 1 credit of PFFP per semester, repeatable to a maximum of 4 credits.

COURSE DESCRIPTION

This course enables students to develop skills necessary to obtain and succeed in academic and non-

academic positions in family science and public health. Topics addressed include career mapping,

networking, teaching/teaching portfolios, conference and oral presentations, independent research,

dissertation writing, publishing, grant writing, program and policy evaluation, consulting, job search,

interviewing and negotiation, mentoring, diversity, work-family balance, and ethical issues in the

workplace. The course also entails periodic site visits to universities and government/nonprofit employers

addressing family and maternal and child health issues.

COURSE LEARNING OBJECTIVES

Upon completing this course, the student will be able to:

1. Describe job requirements for academic careers at diverse academic institutions, including differing

expectations for teaching, research, and service;

2. Describe some of the responsibilities and demands of nonacademic careers in family science, maternal

and child health, and public health, including positions in public policy, research, program

administration and evaluation, and consulting;

3. Identify strategies for timely completion of the dissertation;

4. Demonstrate knowledge of skills that facilitate success in both academic and nonacademic positions,

including career planning, research, conference presentations, journal writing/publishing, grant writing,

teaching, and service.

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5. Develop professional networks of peers, faculty, department/school alumni, and other family

science/public health professionals who can contribute to your future employment and career

advancement;

6. Exhibit knowledge of current trends in higher education and the public health work force, including

career opportunities in global public health;

7. Demonstrate skills necessary for a successful job search, including career planning, networking,

creating a vita/resume and effective cover letter, interviewing, and negotiating a job contract;

8. Describe principles of effective teaching, including use of active learning techniques, strategies for

teaching diverse students, and preparing an effective statement of one’s teaching philosophy;

9. Identify characteristics of effective leadership and community-based research in academic and

nonacademic positions; and

10. Demonstrate knowledge of family-friendly policies and programs at colleges and universities and

strategies for balancing work and family life.

PROGRAM COMPETENCIES ADDRESSED IN THIS COURSE

1. Design and evaluate program interventions to address social, behavioral, health, economic, and other

family issues.

2. Demonstrate cultural competence in teaching, research, program planning and evaluation, and policy

related to health and well-being.

REQUIRED TEXTS AND OTHER READINGS

Readings for each seminar will be provided via email or identified in class. Examples are provided below.

Career Mapping and Leadership

Da Colbeck, CL, O'Meara, K, & Austin, AE. (2008). Educating integrated professionals:

Theory and practice on preparation for the professoriate. San Francisco: Jossey-Bass.

Gaff, JG, Pruitt-Logan, AS, Sims, LB, & Denecke, DD. (2003). Preparing Future Faculty in

the humanities and social sciences: A guide for change. Washington, DC: Association of

American Colleges and Universities.

Koblinsky, S.A., Hrapczynski, K.M., & Clark, J.E. (2015). Preparing Future Faculty and

Professionals for public health careers. American Journal of Public Health, 105 (S1), S125-

S131. http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2014.302509

Sweltzer, V. (2009). Theory of doctoral student professional identity development: A

developmental networks approach. The Journal of Higher Education, 80(1). Access from:

http://education.missouristate.edu/assets/edadmin/DoctoralStudentProfessionalIdentity.pdf

Wood, L.M. (2014). The Ph.D.’s guide to a nonfaculty job search. The Chronicle of Higher

Education (online). Access from: http://chronicle.com/article/The-PhDs-Guide-to-a/143715/

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Association of Teachers of MCH (ATMCH). (n.d.) Results from surveys of MCH doctoral

graduates in Schools of Public Health (2009-2010). Access from:

http://www.atmch.org/documents/ATMCHDoctoralGradsSurvey.pdf

Faculty Positions and Postdocs at Different Types of Academic Institutions

Dalby, MA. What is a Comprehensive University, and do I want to work there? (1995). ADE Bulletin.

Access from: https://www.mla.org/bulletin_111014

Koleske, AJ, Schmeidler, KT, & Wolyniak, MJ. (2010). One job title, many tracks: How to prepare for

the academic career that best suits your interests. Access from:

http://www.ascb.org/files/careerpubs/One-Job-Title.pdf

National Postdoctoral Association. (n.d.) What is a postdoc? Characteristics of the

postdoctoral appointment. The postdoctoral experience in the social, behavioral and

economic sciences. Access from: http://www.nationalpostdoc.org/policy-22/what-is-a-

postdoc

National Postdoctoral Association. (n.d.) Developing a postdoctoral mentoring plan.

Access from http://www.nationalpostdoc.org/publications-5/mentoring-plans/mentoring-plan

University of California, Berkeley Career Center. (n.d.) The transition from graduate student

to Assistant Professor. Access from: https://career.berkeley.edu/PhDs/PhDtransition#types

Conference Presentations and Posters

*Aberson, C. Writing a conference abstract: Some suggestions and common errors. (2011). Access

from: http://westernpsych.org/wp-content/uploads/2014/08/Writing-a-Conference-Abstract-by-

WPA_Aberson.pdf

*American Psychological Association. (2010). Talking the talk: Tips on giving a successful conference

presentation. Access from: http://www.apa.org/science/about/psa/2010/04/presentation.aspx

*American Psychological Association. (2011). The perfect poster. Access from:

http://www.apa.org/gradpsych/2011/01/poster.aspx

Columbia University Graduate School of Arts & Sciences Teaching Center. (n.d.) How to give highly

effective lectures, job talks and conference presentations. Access from:

http://www.columbia.edu/cu/tat/pdfs/presentations1.pdf

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Community-Based Participatory Research

*Berge JM, Mendenhall TJ, Doherty WJ. (2009). Using community-based participatory research to

target health disparities in families. Family Relations, 58, 475-488. Access from :

http://www.ncbi.nlm.nih.gov/pubmed/20625444

Dulin, MF, Tapp H, Smith, HA, Urquieta de Hernandez, B, Furuseth OJ. (2011) A community based

participatory approach to improving health in a Hispanic population (Mecklenburg, VA). Access from:

Implementation Science, 6:38, http://www.implementationscience.com/content/pdf/1748-5908-6-38.pdf

Examples of CBPR Funding (class handouts)

NIH:http://obssr.od.nih.gov/scientific_areas/methodology/community_based_participatory_research/in

dex.aspx

Society of Family Planning Research Fund:

http://www.societyfp.org/_documents/grants/SFPRFcbprRFP2015.pdf

Publishing Your Research

Peterson, C. (2006). Writing rough drafts (of research manuscripts). In F.T. L. Leong &

J.T. Austin (Eds.) The Psychology Research Handbook (pp.360-369). Thousand Oaks, CA:

Sage.

Nagata, D. K., & Trierweiler, S. J. (2006). Revising a research manuscript. In F.T. L. Leong

& J.T. Austin (Eds.) The Psychology Research Handbook (pp.370-380). Thousand Oaks,

CA: Sage.

Osipow, S. H. (2006). Dealing with journal editors and reviewers. In F.T. L. Leong & J.T.

Austin (Eds.) The Psychology Research Handbook (pp.381-386). Thousand Oaks, CA: Sage.

Writing Your Dissertation: Selecting Topics, Chair, and Dissertation Completion

Cone, JD, & Foster, S.L. Finding topics and collaborators. In Dissertations and Theses:

From Start to Finish pp.45-77). Amazon Digital. Scanned copy available as class handout.

Liechty, J., Schull, C., & Koblinsky, S. (2006). Completing your dissertation: Strategies for

success. NCFR Annual Meeting presentation, 2006. Distributed in class.

Lovitts, B. E. (2005). How to grade a dissertation. Academe, 91(6), 18-23. Access from:

http://www.ittc.ku.edu/~frost/How_to_grade_disseration_Academe_Article.pdf

University of North Carolina at Chapel Hill Writing Center. (2012). Dissertations. Access

from: http://writingcenter.unc.edu/files/2012/09/Dissertations-The-Writing-Center.pdf

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Grant Writing

Borkowski, J.G. & Howard, K.S. (2006). Applying for research grants. In F.T. L. Leong &

J.T. Austin (Eds.) The Psychology Research Handbook (pp. 433-442). Thousand Oaks, CA:

Sage.

Porter, R. (2007). Why academics have a hard time writing good grant proposals. The

Journal of Research Administration,38(2), 37-43. Distributed in class.

Writing successful grants: Exercises in grant writing. Activity distributed in class.

Working Internationally

Columbia/SIPA Office of Career Services. (2014). Career opportunities in global health.

Access from:

https://sipa.columbia.edu/sites/default/files/Career%20Op%20Global%20Health.pdf

Fulbright U.S. Student Program: Tutorials. Access from/listen at:

http://us.fulbrightonline.org/tutorials

Vita/Resume Preparation, Job Search, and Establishing a Program of Independent Research

Creating your Academic CV (n.d.) Access from:

http://www.careers.utoronto.ca/progServ/CH01/Creating_your_academic_cv_handout

Dr. Karen’s Rules of the Academic CV (2012). Access from:

http://theprofessorisin.com/2012/01/12/dr-karens-rules-of-the-academic-cv/

Guidelines for Writing a Professional Resume. Access from:

http://edtech.missouri.edu/documents/GuidelinesForWritingAProfessionalResume.pdf

How to Create a Professional Resume. Access from:

http://jobsearch.about.com/od/resumes/qt/profresume.htm

The Basics of Science C.V.s: A Sample Research C.V. Access from:

http://chronicle.com/article/The-Basics-of-Science-CV/46273/

Molfesse, D., Key, A., Dove, G., Peach, K., Ferguson, M. (2006). Coordinating a research

team: Maintaining and developing a good working laboratory. In F.T. L. Leong & J.T.

Austin (Eds.) The Psychology Research Handbook (pp.389-400). Thousand Oaks, CA: Sage.

Handout distributed in class.

Morahan, P.S. (February, 2004). Graceful self-promotion: It’s essential. Academic Physician

and Scientist. 2-3. Handout distributed in class.

Columbia University Mailman School of Public Health. Informational Interviewing. Access

from http://www.mailman.columbia.edu/students/career-svcs/networking/informational-

interviewing

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Interviewing and Mock Interviews

Aguirre, J. (n.d.) Academic job interview questions for you to ask. Handout distributed in

class.

Columbia University Mailman School of Public Health. Interviewing. Access from:

http://www.mailman.columbia.edu/students/career-svcs/strategies/interviewing

Columbia University Mailman School of Public Health. Job offers. Access from:

http://www.mailman.columbia.edu/students/career-svcs/strategies/job-offers

Job Search and Interview Skills. Handout distributed in class.

Strategies for Work-Life Balance and Career Advancement

Family Friendly Policies and Programs. Handout distributed in class.

Gahrmann, N. (2014). The top 10 tips for balancing work and family life. Access from:

http://www.mommd.com/10waysbalancework.shtml

Mason, M., Goulden, M., & Frasch, K. (2009). Why graduate students reject the fast track.

Academe Online. Access from: http://www.aaup.org/article/why-graduate-students-reject-fast-

track#.VLaa9XuX9r8

Matheson, J.L., & Rosen, K.H. (2012). Marriage and family therapy faculty members’ balance

of work and personal life. Journal of Marital and Family Therapy, 38. 394-416. Distributed in

advance of class.

Teaching Diverse Audiences and Preparing a Statement of Teaching Philosophy

Arvidson, P.S. (2008). Students 101: How to tailor your teaching to the interrupter, the

hijacker, and other familiar types. The Chronicle of Higher Education, 55(6). Access from:

http://chronicle.com/article/Students-101/35116

Darling, C. (2012). 6 Cs of good teaching. Family Science Review, 17(1), 9-16. Access from:

http://familyscienceassociation.org/sites/default/files/Darling%20Final.pdf

Kaplan et al.(nd). Rubric for statements of teaching philosophy. Handout distributed in class.

Teaching and Learning Transformation Center. Writing a teaching philosophy. Handout

distributed in class.

University of Maryland Center for Teaching Excellence. What is active learning? Handout

distributed in class.

7 FMSC 879

COURSE REQUIREMENTS AND GRADED ASSIGNMENTS

Mastery of the course content will be facilitated and evaluated through the following assignments:

Class Participation (65 points total): Your participation will play an important role in the success of

this course. Since the course is offered in a seminar format, please prepare yourself by completing the

week’s assignment and/or readings prior to the class session, arrive on time, and participate in the

discussion.

During the academic year, there will be at least one visit to an consulting/research agency addressing

family and health issues to familiarize students with desired qualifications for new employees, the

agency’s job interview process, salary scales, and the work culture and environment. A second visit

may be arranged to an academic institution. Attendance on the field trips is required and contributes to

the participation grade.

Career Mapping Exercise (15 points): Each student will complete an extensive career mapping

exercise which requires students to list and examine their career goals, values, professional and

personal skills, desired area of employment, optimal workplace culture, and desired job location.

Following this exercise, students explore the match between their career objectives and current skills

and experiences, developing a plan to continue their professional development and address identified

gaps. The exercise is reviewed every semester. Out of class assignment, due September 16, 2015.

Career Mapping Progress (10 points): Each student will provide a short summary of steps taken to

add strengths and/or address weaknesses on the Skills Assessment section of the Career Mapping

exercise (e.g., made a professional presentation, contributed to a class lecture, completed statistics

course/training, joined a department/campus service committee). Students should briefly reflect on how

these activities contributed to their professional development. This out of class assignment is due by

December 9, 2015.

Vita/Resume (10 points): Each student is required to draft a vita/resume during the fall semester and

submit a final version in the spring semester. Resources to aid in this out-of-class assignment are

provided above and the instructor may offer an optional “help session” for interested students. The fall

semester vita/resume need only be a draft. This exercise also prepares students to submit the

vita/resume to the FMSC Graduate Committee for use in the annual “Doctoral Student Progress to

Degree Review” each spring. Your vita/resume may also be used to apply for various university or

professional awards and opportunities. Out of class assignment, initial draft of your vita/resume, is due

by November 18, 2015.

COURSE POLICIES

Email – the Official University Correspondence

Verify your email address by going to www.my.umd.edu.

All enrolled students are provided access to the University’s email system and an email account. All

official University email communication will be sent to this email address (or an alternate address if

provided by the student). Email has been adopted as the primary means for sending official

8 FMSC 879

communications to students, so email must be checked on a regular basis. Academic advisors, faculty,

and campus administrative offices use email to communicate important and time-sensitive notices.

Students are responsible for keeping their email address up to date or for redirecting or

forwarding email to another address. Failure to check email, errors in forwarding email, and

returned email (from “full mailbox” or “unknown user” errors for example), will not excuse a

student from missing University announcements, course messages, deadlines, etc. Email addresses

can be quickly and easily updated at www.my.umd.edu or in-person at the Student Service Counter on

the first floor of the Mitchell Building. For technical support for University email:

www.helpdesk.umd.edu or call 301-405-1400.

Absence Policy. Attendance is expected at all PFFP seminars and site visits. If you are ill, or have another

legitimate absence, you should try to contact the Instructor in advance. The Instructor may require you to

complete make-up work for a missed seminar or site visit.

Late Work and Missed Assignments. All assignments are due by 5 pm on their due date. It is expected

that all assignments will be completed and handed in on designated due dates unless alternative

arrangements have been made with the Instructor at least one week prior to the due date.

Religious Observances. The University System of Maryland policy provides that students should not be

penalized because of observances of their religious beliefs; students shall be given an opportunity,

whenever feasible, to make up within a reasonable time any academic assignment that is missed due to

individual participation in religious observances. It is the student’s responsibility to inform the

instructor in advance of any intended absences for religious observance.

Special Accommodations / Disability Support Services. If you have a documented disability and wish to

discuss academic accommodations for test taking or other needs, you will need documentation from

Disability Support Service (301-314-7682). If you are ill or encountering personal difficulties, please let

the Instructor know as soon as possible. You can also contact Learning Assistance Services (301-314-7693)

and/or the Counseling Center (301-314-7651) for assistance.

Academic Integrity. The University's code of academic integrity is designed to ensure that the principle of

academic honesty is upheld. Any of the following acts, when committed by a student, constitutes academic

dishonesty:

CHEATING: intentionally using or attempting to use unauthorized materials, information, or

study aids in an academic exercise.

FABRICATION: intentional and unauthorized falsification or invention of any information or

citation in an academic exercise.

FACILITATING ACADEMIC DISHONESTY: intentionally or knowingly helping or

attempting to help another to violate any provision of this code.

PLAGIARISM: intentionally or knowingly representing the words or ideas of another as one's

own in any academic exercise.

For more information see: http://www.shc.umd.edu/code.html.

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The Honor Pledge is a statement undergraduate and graduate students should be asked to write by hand

and sign on examinations, papers, or other academic assignments. The Pledge reads:

I pledge on my honor that I have not given or received any unauthorized assistance on this

assignment/examination.

The University of Maryland, College Park has a nationally recognized Code of Academic Integrity,

administered by the Student Honor Council. This Code sets standards for academic integrity at

Maryland for all undergraduate and graduate students. As a student you are responsible for upholding

these standards for this course. It is very important for you to be aware of the consequences of

cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic

Integrity or the Student Honor Council, please visit http://www.shc.umd.edu.

Inclement Weather / University Closings. In the event that the University is closed for an emergency or

extended period of time, the instructor will communicate to students regarding schedule adjustments,

including rescheduling of examinations and assignments due to inclement weather and campus

emergencies. Official closures and delays are announced on the campus website (http://www.umd.edu) and

snow phone line (301-405-SNOW), as well as local radio and TV stations.

Course Evaluations. The University, the School of Public Health, and the Department of Family Science

are committed to the use of student course evaluations for improving the student experience, course and

curriculum delivery, and faculty instruction. Your evaluations help instructors improve their courses; help

deans and department chairs decide on merit pay for faculty, renewal of contracts, and support tenure and

promotion decisions; and help current and future students decide on classes. The system website

(www.CourseEvalUM.umd.edu) will open Tuesday, December 2 and close Sunday, December 14.

GRADING PROCEDURES

As noted above, student grades will be based on participation in seminar discussion and site visits (60%), as

well as completion of the Career Mapping Progress (15%), and Vita/Resume (25%).

Grading Scale:

93 – 100% = A 73 – 76.9% = C

90 – 92.9% = A- 70 – 72.9% = C-

87 – 89.9% = B+ 67 – 69.9% = D+

83 – 86.9% = B 60 – 66.9% = D

80 – 82.9% = B- 0 – 59.9% = F

77 – 79.9% = C+

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Fall Course Outline/Calendar

Schedule Presenters or Leads

Date Topic

9/16 Introduction, Career Mapping Review,

Presenting Successful Conference Talks and

Posters

Learning Objectives: 4,5

Anderson, Epstein, Moser

Jones

9/16 Career Mapping Exercise DUE

10/21 Faculty Positions and at Different Types of

Academic Institutions, including Adjuncts

Learning Objectives: 1,2,4,5,6,9, 10

Anderson, Oravecz, Schull,

Messina

11/18 Community Based Participatory Research

Learning Objectives: 2,4,5,9

Lewin, Fryer, Anderson

11/18 Vita/Resumé DUE

12/2 Preparing Compelling Abstracts for Professional

Conferences

Learning Objectives: 4,5,6

Leslie, Steinberg, Anderson

12/9 Career Mapping Progress Report DUE

Spring Semester PFFP Topics:

Careers in Research and Public Policy Agencies: Ph.D. Alumni from Research/Consulting Firms,

Nonprofits, and Federal

Teaching Online and Hybrid Courses

Choosing a Dissertation Topic and a Faculty Mentor/Chair

Field Trip to a Research/Program Evaluation Consulting Firm

Topic TBD

11 FMSC 879

Classroom Teaching and Oral Presentation Observation Tool

Preparing Future Faculty and Professionals, Department of Family Science

Instructor______________________________Course_______________________________________

Observer ______________________________________________ Date ________________________

Rating: (1=very poor, 2=weak, 3=average, 4=good, 5=excellent, NA=Not applicable/Not observed)

Organization

Introduction stated objectives of lecture 1 2 3 4 5 NA

Introduction captured attention 1 2 3 4 5 NA

Effective transitions (clear w/summaries) 1 2 3 4 5 NA

Clear organizational plan 1 2 3 4 5 NA

Concluded by summarizing main ideas 1 2 3 4 5 NA

Reviewed by connecting to previous classes 1 2 3 4 5 NA

Previewed by connecting to future classes 1 2 3 4 5 NA

Content

Main ideas were clear and specific 1 2 3 4 5 NA

Sufficient variety of supporting information 1 2 3 4 5 NA

Relevancy of main ideas was clear 1 2 3 4 5 NA

Definitions given for new vocabulary 1 2 3 4 5 NA

Instructor related ideas to prior knowledge 1 2 3 4 5 NA

Higher order thinking was required 1 2 3 4 5 NA

Interaction

Instructor asked relevant questions 1 2 3 4 5 NA

Sufficient wait time for student response 1 2 3 4 5 NA

Students asked questions 1 2 3 4 5 NA

Instructor feedback was informative 1 2 3 4 5 NA

Instructor welcomed diverse points of view 1 2 3 4 5 NA

Classroom Teaching Observation

Rating scale (1=very poor, 2=weak, 3=average, 4=good, 5=excellent, NA=Not applicable/not observed)

Verbal/Non-Verbal

Language was easy to understand 1 2 3 4 5 NA

Comments:

Comments:

Comments:

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Pronunciation and articulation were clear 1 2 3 4 5 NA

Absence of many verbalized pauses (um, ah) 1 2 3 4 5 NA

Instructor spoke extemporaneously 1 2 3 4 5 NA

Effective voice quality 1 2 3 4 5 NA

Volume sufficient to be heard 1 2 3 4 5 NA

Rate of delivery was appropriate 1 2 3 4 5 NA

Effective body movement and gestures 1 2 3 4 5 NA

Eye contact with students 1 2 3 4 5 NA

Confident & Enthusiastic 1 2 3 4 5 NA

Use of Media

PowerPoint & board content clear, organized 1 2 3 4 5 NA

Visual aids could be easily read 1 2 3 4 5 NA

Instructor provided an outline/handouts 1 2 3 4 5 NA

Computerized instruction effective 1 2 3 4 5 NA

Instructor used engaging media 1 2 3 4 5 NA

Media enhanced presentation of lecture 1 2 3 4 5 NA

Strengths: (e.g., organization of lecture, use of comparisons & contrasts, effective use of media,

positive student feedback, opportunity for student questions):

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Weaknesses: (e.g. overall knowledge of topic, unable to answer student questions, relevance of

examples, etc.)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Specific Suggestions for Instructor: _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Date of Follow-up meeting____________ Observer Initials________ Instructor Initials________

Comments:

Comments: