Acceleration Academy

• Learning Objective
  • Define academic identity.
• Prework
  • Identity worksheet (Please download document before completing)
• Reading
  • Lieff, S. et al. (2012). Who am I? Key influences on the formation of academic identity within a faculty development program. Medical Teacher, 34(3), e208–e215.   

• Learning Objective
  • Increase understanding of rights and responsibilities of mentors and mentees.
• Prework
  • Complete mentor map. (Please download document before completing)
• Reading
  • Zerzan, J. T. et al. (2009). Making the most of mentors: A guide for mentees. Academic Medicine, 84(1), 140–144.

• Learning Objective
  • Generate a career mission statement. (Please download document before completing)
• Prework
  • Complete myIDP values assessment.
• Reading
  • ​​​​​​​​​​​​​​Bickel, J. (2008). Career development as a long-distance hike. Journal of General Internal Medicine,24(1), 118–121.  ​​​​​​​

• Learning Objective
  • Interpret promotion criteria
• Prework
  • Rate sample portfolio using worksheet. (Please download documents before completing)
• Reading
  • Buchanan, G. R. (2009). Academic promotion and tenure: A user’s guide for junior faculty members. Hematology, 2009(1), 736–741.  

• Learning Objective
  • ​​​​​​Link teaching to scholarly literature.
• Prework
  • Create Orcid ID and Google Scholar profile.
• Reading
  •  Santen, S. A., Peterson, W., & Wolff, M. (2018). Turning your educational work into scholarship. AEM Education and Training, 3(1), 79–80.

• Learning Objective
  • Refine skills in literature searching.
• Prework
  • Watch the following videos: 
    • Essentials of Keyword Searching
    • Putting Your Keywords Together
• Reading
  • Damarell, R. A. & Tieman, J. J. (2016). Searching PubMed for a broad subject area: How effective are palliative care clinicians in finding the evidence in their field? Health Information and Libraries Journal, 33(1), 49–60.

• Learning Objective
  • Overcome writers’ block.
• Prework
  • Select an article that inspires you.
• Reading
  • ​​​​​​​​​​​​​​Lingard, L., & Watling, C. (2016). It’s a story, not a study: Writing an effective research paper. Academic Medicine, 91(12), e12.

• Learning Objective
  • Target papers to the proper journal.
• Prework
  • Bring instructions for authors from a journal.
• ​​​​​​​Reading
  • ​​​​​​​​​​​​​​Thistlethwaite, J. E., & Anderson, E. (2021). Writing for publication: Increasing the likelihood of success. Journal of Interprofessional Care, 35(5), 784–790.

• Learning Objective
  • Interpret a request for proposals.
• Prework
  • Register for Pivot and search for possible opportunities.
    • Users should register using their username [at] mgh.harvard.edu (username[at]mgh[dot]harvard[dot]edu) address and choose Harvard as the affiliation. If that doesn’t work, participants can search the grants.gov database.
• ​​​​​​​Reading
  • ​​​​​​​​​​​​​​Mikal, J. (2022, March 21). 10 Strategies for successfully pursuing research grants. Inside Higher Ed.

• Learning Objective
  • Mitigate challenges on developing a project proposal
• Prework
  • Complete the Problem-gap-hook worksheet. (Please download document before completing)
• ​​​​​​​Reading
  • ​​​​​​​​​​​​​​Willis, L. D. (2023). Formulating the research question and framing the hypothesis. Respiratory Care, 68(8), 1180–1185.

• Learning Objective
  • Review and adjust goals based on evidence 
• Prework
  • Complete review of IDP
• ​​​​​​​Reading
  • ​​​​​​​​​​​​​​Porter, J. (2019). Why you should make time for self-reflection (even if you hate doing it). Harvard Business Review.

• Learning Objectives
  • Apply science of learning to course design
• Prework
  • Bring an existing syllabus
• Reading
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C. & Norman, M. K. (2010). “Introduction: Bridging learning research and teaching practice” In How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
  • Recommended: How Learning Works: Chapter 3: What Factors Motivate Students to Learn?  

• Learning Objectives
  • Stimulate learning through assessment
• Prework
  • Select a rubric from a learning assessment
• Reading
  • Kusurkar, R. A. et al. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083–1092.
  • Recommended: How Learning Works: Appendix C: What Are Rubrics and How Can We Use Them?

• Learning Objectives
  • Maximize e-mail efficiency
• Prework
  • Add suggestions for technology tips
• Reading
  • Chase, J. D. et al. (2013). Time management strategies for research productivity. Western Journal of Nursing Research, 35(2), 155–176.

• Learning Objectives
  • Speak effectively in public
• Prework
  • Share a slide from an oral presentation
• Reading
  • Gartner-Schmidt J. (2022). The new normal - virtual and hybrid presentations: Developing content, designing slides, and delivery guidelines. Ear, Nose & Throat Journal, 101(9_suppl), 20S–28S.

• Learning Objectives
  • Showcase your achievements
• Prework
  • Bring a copy of your CV
• Reading
  • Hobson, W. L. et al. (2022). Documenting educational impact in the promotion dossier with an enhanced curriculum vitae. Journal of Continuing Education in the Health Professions, 42(1), 47–52.

• Learning Objectives
  • Align your activities with institutional priorities
• Prework
  • Read Institute’s strategic plan
• Reading
  • Gardner, L. (2014, December 15). Faculty leaders try their hand at running a college. Chronicle of Higher Education.

• Learning Objectives
  • Celebrate a milestone in the project.
• Prework
  • Draft mentoring roadmap
  • Define the future relationship with mentor

Faculty with ranks of associate professor, professor, and emeriti are being recruited to join a Mentorship Academy. They will benefit from resources, templates, and collective wisdom to hone their mentorship skills. Participants in the Acceleration Academy will have the option to rank their desired mentor from the list of trained mentors.

In addition to the 18 hours of synchronous sessions (two hours per month for nine months), participants will need to complete a reading or short activity prior to meeting. They should also allot about one hour per month for meetings with their mentor or mentors. Participants should expect to devote about five hours per month for nine months in 2024.

The Acceleration Academy is designed for all instructors and assistant professors at the IHP. Participants who intend to apply for promotion in 2024 can still benefit from the individualized career planning, mentorship, and skills building. They could use the framework of the program to develop their promotion dossier.

The Acceleration Academy focuses on the hidden curriculum of being a faculty member while HPEd prepares you to engage in the scholarship of teaching and learning. The two programs complement each other, though you will want to consider the time commitment involved in participating in both simultaneously.

All Acceleration Academy participants will engage with the same material at the same time. Those with more expertise in a particular area could serve as peer mentors for their colleagues. All the materials used during the sessions will be available to all faculty members. If you feel confident in your abilities in most of the topics, then you may benefit from simply consulting the resources relevant to the areas where you could use strengthening.

Participants are not required to have a clearly defined academic project at the outset of the program. If you already have concrete goals, you should consider whether your time is better spent advancing those initiatives or learning a broad set of topics about the faculty role. Participants will benefit from the cohort experience and dedicated mentorship.