Podcast appearances and mentions of junior faculty

In today's episode, supported by Genentech, we had the pleasure of speaking with Komal Jhaveri, MD, FACP, about the clinical use of inavolisib (Itovebi) for patients with hormone receptor (HR)–positive, PIK3CA-mutated, locally advanced or metastatic breast cancer. Dr Jhaveri is section head of the Endocrine Therapy Research Program, clinical director of the Early Drug Development Service, and the Patricia and James Cayne Chair for Junior Faculty at Memorial Sloan Kettering Cancer Center in New York, New York. In our exclusive interview, Dr Jhaveri discussed the importance of having a PI3K inhibitor available for the treatment of patients with HR-positive metastatic breast cancer, advice for managing inavolisib-related adverse effects, and best practices for early biomarker testing in patients with breast cancer.

This episode of The Write Time features members of the Furious Flower Syllabus Project, an open-access curriculum for incorporating Black poetry into classrooms of all ages and levels.About Our GuestsMcKinley E. Melton earned his PhD from the W.E.B. Du Bois Department of Afro-American Studies at the University of Massachusetts Amherst. Prior to joining the Gettysburg College faculty, Dr. Melton was a visiting assistant professor of literature at Hampshire College from 2007-2012. He is also the recipient of a 2015 Career Enhancement Fellowship for Junior Faculty from the Woodrow Wilson National Fellowship Foundation and was a 2015-16 Postdoctoral Fellow at the Fox Center for Humanistic Inquiry at Emory University. Most recently, Dr. Melton was awarded a 2019-20 Frederick Burkhardt Fellowship by the American Council of Learned Societies, in order to support a year as scholar-in-residence at the Furious Flower Poetry Center at James Madison University.Allia Abdullah-Matta is a poet and Professor of English at CUNY LaGuardia, where she teaches composition, literature, creative writing, and Women, Gender, and Sexuality Studies courses. She writes about the culture and history of Black women and explores the presence of Black bodies and voices in fine art and poetry. She was the co-recipient of the The Jerome Lowell DeJur Prize in Poetry (2018) from The City College of New York (CCNY). Her poetry has been published in Newtown Literary, Promethean, Marsh Hawk Review, Mom Egg Review Vox, Global City Review, and the Jam Journal Issue of Push/Pull. Her chapbook(s) washed clean & blues politico (2021) were published by harlequin creature (hcx). Abdullah-Matta has published critical and pedagogical articles and serves on the Radical Teacher and WSQ (Women's Studies Quarterly) editorial boards. She is working on a collection of poems inspired by archival and field research in South Carolina and Georgia, funded by a CUNY BRESI grant.Hayes Davis' first volume, Let Our Eyes Linger, was published by Poetry Mutual Press; he is currently serving as the Howard County (Md) Poetry and Literature Society Writer in Residence, and he won a 2022 Maryland State Arts Council Independent Artists Award. His work has appeared most recently on the Academy of American Poets Poem-a-Day feature, he has been anthologized in This is What America Looks Like, Deep Beauty, Furious Flower: Seeding the Future of African American Poetry, Ghost Fishing: An Eco-justice Poetry Anthology, and others. His poems have also appeared in Mom Egg Review, New England Review, Poet Lore, Auburn Avenue, Gargoyle, Kinfolks, Fledgling Rag, and other journals. He holds a Masters of Fine Arts from the University of Maryland, and is a member of Cave Canem's (Cah-vay Cah-nem) first cohort of fellows. He has attended or been awarded writing residencies at the Provincetown Fine Arts Work Center, The Hermitage, the Virginia Center for the Creative Arts (VCCA), Manhattanville College, and Soul Mountain. He has appeared on the Kojo Nnamdi Show on WAMU, 88.5 in Washington, D.C. and at the Hay Festival Kells in Kells, Ireland. He has taught English and directed equity and justice work in Washington, D.C.-area independent schools for 20+ years; he shares his creative and domestic life with his wife, poet Teri Ellen Cross Davis, and their children.Dave Wooley is an English, Journalism and Creative Writing teacher at Westhill High School in Stamford, Connecticut, where he has taught since 2001. He has served as a Co-Adviser for the school's hybrid newspaper The Westword since 2003. He has served as an adjunct Professor at Fairfield University, teaching Philosophy of Hip Hop, and he is a teaching fellow at the Connecticut Writing Project. Dave is one half of the rap group d_Cyphernauts and a hip-hop educator who has presented at the HipHopEd conference, the NCTE annual conference, the CSPA conference, among others. He served as a curriculum and music coordinator for the National Endowment for the Humanities' “From Harlem to Hip-Hop: African- American History, Literature, and Song” which was hosted at Fairfield University. Dave is a contributing poet on the website Ethical ELA, and he has been involved with the Furious Flower Center for Black Poetry as a participating scholar in its last three Legacy Seminars. He is one of the authors of Furious Flower's newly created open access syllabus, Opening the World of Black Poetry: A Furious Flower Syllabus. He lives in Stratford, Connecticut with his wife and four children.About The Write TimeNWP Radio, in partnership with the Connecticut Writing Project at Fairfield and Penguin Random House Books, launched a special series in 2020 called “The Write Time” where writing teachers from across the NWP Network interview young-adult and children's authors about their books, their composing processes, and writers' craft.

Dr. Michael Demetriou is Director of the National Multiple Sclerosis Society Designated Comprehensive Care Clinic, Professor of Neurology, and Chief of the Division of Multiple Sclerosis and Neuroimmunology at the University of California, Irvine (UCI) School of Medicine. In his research, Mike studies the biological roles of complex sugars called glycans. Glycans are mostly found outside of cells and on cell surfaces. They form a dense forest around the surface of cells and can interact with other proteins to regulate cellular function through interactions with other cell surface proteins. Mike's lab is interested in how these cell surface glycans influence biology and disease, particularly in autoimmune diseases like multiple sclerosis (MS) and in diseases like cancer where there are commonly abnormalities in these glycans. Mike is also a big fan of the Toronto Maple Leafs hockey team. While he doesn't play hockey himself anymore, he loves watching professional hockey games and seeing the Maple Leafs play whenever they are in town. He was awarded his MD and his PhD in molecular genetics from the University of Toronto. Mike completed his residency in Neurology at the University of Toronto as well and completed his postdoctoral fellowship at the Samuel Lunenfeld Research Institute at Mount Sinai Hospital in Toronto. He has received a variety of awards and honors in his career, including being named a Fellow of the Royal College of Physicians and Surgeons in Canada. In addition, he has received UCI's College of Medicine Committee on Research Award, the Health Science Partners Research Award, the Academic Senate Distinguished Service Award, and the Dr. S. Van Den Noort Research Award for Junior Faculty. In our interview, Mike shares more about his life and science.

This week on the Faculty Factory, in honor of the upcoming Mother's Day holiday on Sunday, May 14th, we are replaying an episode that originally aired on July 22, 2022, called "Perseverance and the Art of Experiencing Joy with Priya Umapathi, MD." This episode has an underlying message of love and gratitude for moms, and we thought it would be the perfect episode to get folks in the holiday spirit for this upcoming Mother's Day weekend. Dr. Umapathi serves on the Advisory Board for Junior Faculty with the Johns Hopkins School of Medicine. She also currently serves as Assistant Professor of Medicine, Division of Cardiology, Advanced Heart Failure/Transplant/MCS. Learn More: https://facultyfactory.org/priya-umapathi/     Watch on YouTube: https://youtu.be/bM5T8HEx1kg     

Meet Karen Antman:Karen Antman, M.D. is Provost of the Medical Campus and Dean of Boston University Chobanian & Avedisian School of Medicine. She is an internationally recognized expert on breast cancer, mesotheliomas and sarcomas and has written more than 300 journal papers. Previously, Dr. Antman served as Deputy Director for Translational and Clinical Sciences at the National Cancer Institute of the National Institutes of Health.  Key Insights:Karen Antman, M.D. explores her career path and reflects on the skills, experiences, and advice that made her journey possible.  Women Supporting Women. Dr. Antman recounts that she and other women would speak up to reiterate and emphasize each other's ideas. This ensured that the credit was given where it was due, and their ideas wouldn't get stolen. Advice from Mentors. Dr. Antmanwas given the adviceto “send back the ferry.” It means that once you've achieved something, gotten to the other side, send the ferry back so that other people can achieve what you have. Innovative Research. To an extent, the pandemic leveled the playing field for younger researchers because no one was an expert on COVID-19. Dr. Antman recommends that young researchers finding emerging fields where experts are yet to be established.  This episode is hosted by Sandra Fenwick. She is the former CEO of the Boston Children's Hospital. Relevant Links:Read more about Dr. AntmanRead “Dr. Karen Antman: A Force Behind Columbia Cancer's Clinical Expansion”

In this episode, Drs. Kaitlin Parks and Frosso Adamakos discuss the progression from residency to junior faculty with on shift teaching, mentoring, and career development in part 2 of their podcast.

The Department of Neurology at the University of Kentucky developed a structured mentoring program based on statements of evidence used for faculty advancement. The program pairs more junior with more senior faculty to help guide their career development and success. Series 1, episode 26

Our guest this week is Jessica Kahn, MD, MPH. Dr. Kahn brings us a powerful list outlining ten key strategies for success in an academic career. Long time listeners will know that we love lists here on the Faculty Factory Podcast and we have a great treat for our audience today. While today's presentation is geared a lot towards more junior level faculty, there are nuggets in this conversation that can benefit those at any stage of their career. Dr. Kahn serves as Division Director of Adolescent Medicine and Associate Chair of Academic Affairs and Career Development at Cincinnati Children's Hospital Medical Center in Ohio. “The first strategy for success is to create an individual development plan and a developmental network plan,” she told us. “I really think that those are roadmaps for our success as faculty.” As outlined in today's discussion, having an individual development plan or an IDP empowers us to take ownership of our own career development. There is no question that by following the strategies as presented in this masterful talk from Dr. Kahn, our faculty will be on the path towards building that much needed resiliency to achieve their career goals. Learn More: https://facultyfactory.org/ 

Attention all junior faculty members out there—this one's for you! This week on the Faculty Factory Podcast we are joined by Namandjé N. Bumpus, PhD. Dr. Bumpus brings her invaluable recommendations for navigating the junior faculty years. With the Johns Hopkins University School of Medicine, Dr. Bumpus is E.K. Marshall and Thomas H. Maren Professor. She is Director of the Department of Pharmacology and Molecular Sciences. Dr. Bumpus has won major, internationally recognized awards for her research. Her research interests include studying the metabolism of antiviral drugs used to treat HIV-1. She received a Presidential Early Career Award for Scientists and Engineers in 2016 from President Barack Obama. In 2019, she won the prestigious John J. Abel Award as presented by the American Society for Pharmacology and Experimental Therapeutics (ASPET). When it comes to piloting the junior faculty years, Dr. Bumpus is a wealth of knowledge and acknowledges the many different ways we can go about it. She also has a lot to say when it comes to avoiding some of the common pitfalls that faculty may encounter.   “There are many ways to do it. It really comes down to your individual interests and goals and just finding the best path that works for you,” she said. Visit The Faculty Factory: https://facultyfactory.org/Namandje-Bumpus 

Today's interview on the Faculty Factory is short, sweet, and simply put, it radiates positivity. We are excited to have Priya Umapathi, MD, join the Faculty Factory community this week for a chat about perseverance, experiencing joy, and most importantly of all — acknowledging gratitude for Mom! Dr. Umapathi is on our Advisory Board for Junior Faculty here at the Johns Hopkins School of Medicine. She also currently serves as Assistant Professor of Medicine, Division of Cardiology, Advanced Heart Failure/Transplant/MCS. She discusses her leadership journey, overcoming the setbacks of COVID-19, the wisdom of Mom, and much more on today's episode. Learn more about the Faculty Factory: https://facultyfactory.org/ 

Suneel D. Kamath, MD, of the Cleveland Clinic Taussig Cancer Institute in Cleveland, Ohio, spoke with the editorial team of the journal ONCOLOGY® about his published manuscript titled, ‘Association of Financial Conflicts of Interest With Academic Productivity Among Junior Faculty in Hematology and Oncology.'  Suneel and colleagues set out to determine how financial conflicts of interest could be used as a surrogate for the trajectory of early-career oncologists and junior faculty at academic institutions. He touched on how understanding relationships between clinicians and industry is important for both drug development as well as the early academic productivity of individual investigators. Don't forget to subscribe to the “Oncology Peer Review On-The-Go” podcast on Apple Podcasts, Spotify, or anywhere podcasts are available.

In celebration of the formation of the PCICS Early Career SIG, please take a listen to this fantastic discussion full of pearls for all early-career faculty and trainees, hosted by Neha Purkey (Stanford) and Saidie Rodriguez (Children's Hospital of Atlanta), recorded with special guests David Axelrod (Stanford) and Melissa Smith-Parrish (Boston Children's Hospital) after last year's PCICS virtual meeting. Editor: Neha Purkey, MD; Producer: David Werho, MD (UC San Diego).

Eric Rubin is the Editor-in-Chief of the Journal. Lindsey Baden is a Deputy Editor of the Journal. Katrina Armstrong is the Jackson Professor of Clinical Medicine at Harvard Medical School, Chair of the Department of Medicine, and Physician-in-Chief of Massachusetts General Hospital. Stephen Morrissey, the interviewer, is the Executive Managing Editor of the Journal. E.J. Rubin and Others. Audio Interview: The Impact of Covid-19 on Trainees and Junior Faculty. N Engl J Med 2021;385:e21.

Dr. Winston E. Thompson is a Professor and Chair of the Department of Physiology and is in his twelfth year as Director of Research in the Department of Obstetrics and Gynecology at Morehouse School of Medicine in Atlanta, Georgia. He received his Bachelor of Arts degree (A.B.) in Biology from Lafayette College, Easton, Pennsylvania in 1986 and a Master of Science degree in Endocrinology from Rutgers University, New Brunswick, New Jersey in 1998. In pursuit of becoming a research scientist, he received a joint Ph.D. degree in Cell Biology and Developmental Biology from Rutgers University and the University of Medicine and Dentistry of New Jersey, Piscataway, New Jersey in 1993. Later that year, Dr. Thompson joined the faculty of the Department of Cell Biology as a Post Doctoral Fellow in the laboratory of Dr. Everett Anderson, the James Stillman Professor of Comparative Anatomy and Professor of Cell Biology, at Harvard Medical School. Guided by his commitment to the diversification of the scientific research workforce through education, he has mentored students at all levels, from K-12 in the greater metropolitan area of Atlanta, Georgia, to undergraduate from Emory University, Georgia State University, Agnes Scott College, Morehouse College, Spelman College, Clark Atlanta University and Morris Brown College, as well as Graduate, Post Doctoral Fellows and Junior Faculty. Dr. Thompson believes that “the United States can only maintain its competitiveness and position of strength by continuing to invest in research, encouraging innovation and growing an inclusive strong, talented and innovative science and technology workforce.” Gina A. Towns With her experience and skillset, Gina A. Towns tries to make a difference for people wherever she goes. With roots in Gary, Indiana and it’s neighbor to the west, Chicago, IL, this die-hard fan of the gospel expresses a goal of building strong communities through various media platforms, ministry, hard work and truth telling. She is ever-expanding her depth and range. After winning an academic scholarship as Miss Black Teenage World to attend Hampton University, Gina interned at the Norfolk, VA, ABC-TV affiliate and at the major newspaper. She pledged Delta Sigma Theta Sorority, Incorporated and graduated cum laude, before beginning her formal career as a public affairs representative with Patrick Media Group Chicago (Clear Channel) where she was soon promoted to Assistant Director. With responsibility for public, government, community and media relations, as well as special events, Gina neutralized industry opposition by garnering grassroots community and legislative support.  She’s also held corporate positions such as: Midwest Director of Government and Community Affairs for the 3M company Director of Events at Morehouse School of Medicine Director of the Marketing and Communications Group at 100 Black Men of America, Inc. Gina later transitioned her skills into the full-time ministry in Chicago, leading a group that was nationally recognized for its commitment and growth while serving as a speaker, event visionary and mentor to various ministries and other leaders. After relocating to Atlanta, Gina formed an independent record label that produced a Billboard Top 30 single on the Urban Adult Contemporary Charts, distributed by Sony/EMI. Gina’s heart has long been in writing, whether prose or music and in speaking. They have been married since July 4, 2014 and now share a blended family of 6 children among them. ------------------------------------------ Instagram - https://www.instagram.com/phaethplacepod Twitter - https://twitter.com/phaethplacepod Facebook - https://www.facebook.com/phaethplacepodcast Email: phaethplacepodcast@gmail.com --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

In this podcast, we will speak with Dr. Matthew Grossman, Vice Chair for Quality and Safety at the Children’s Hospital and learn about his role in the Department and Children’s Hospital, how Junior Faculty can get involved and what resources/opportunities are available to Junior faculty interested in Quality and Safety.

This was an interview conducted by Phil West of young entrepreneur, NHI alumna, and Celebracion presenter Rachel Basoco. An alumna of NHI at Houston and the Texas Great Debate, former Governor of the New York LDZ, All Star at the CWS, avid volunteer, and member of the Junior Faculty, Rachel has also been growing a business with NHI principles and alongside NHI members and investors. Learn more about Trenza, Rachel's business at .  For more information on NHI, visit 

In this podcast, we sit down with Dr. Bryan McVerry, MD and Dr. Chris O'Donnell, PhD to discuss the typical grants available to young investigators from the fellow to junior faculty stage as well as the typical timeline for pursuing these grants.

Gudrun war zu Gast an der FU Berlin für ein lange geplantes Gespräch mit Brigitte Lutz-Westphal zum Thema Forschendes Lernen im Mathematikunterricht. Frau Lutz-Westphal ist dort Professorin für Didaktik der Mathematik und in dieser Rolle in die Lehramtsausbildung eingebunden. Ihre Forschung beschäftigt sich mit der Grundlegung einer Theorie zum forschenden Lernen, mit dialogischem Lernen und authentischem sowie inklusivem Mathematikunterricht. Sie ist seit 2010 wissenschaftliche Begleitung des Programms "Mathe.Forscher" der Stiftung Rechnen. Die enge Zusammenarbeit mit der Schulpraxis in diesem Programm hat wichtige Impulse für ihre wissenschaftliche Tätigkeit gegeben. Was zeichnet nun forschendes Lernen aus? Es geht darum, für Schülerinnen und Schüler die Mathematik als von Fragen getriebene Wissenschaft erlebbar zu machen (im Gegensatz zum Einpauken von fest stehenden Lehrsätzen und Regeln). Das erfolgt z.B. über Beobachtungen in handgreiflichen Experimenten, die für die Erlangung von mathematischen Resultaten aktiv erkundet werden müssen. Das ist gleichzeitig ein authentisches Erleben von Mathematik, wie sie in der Forschung betrieben wird, also eine Begegnung mit der Wissenschaft Mathematik, ihren Methoden und Arbeitsweisen. Eine Beschreibung der eigenen forschenden Tätigkeit fällt Mathematiker/innen üblicherweise nicht leicht, diese Metaebene ist für das Forschen ja auch nicht relevant. Aber sie wissen, dass sie Fragen und Vermutungen formulieren aus Erfahrung, Gedankenexperimenten oder einem Bauchgefühl heraus und in Gesprächen im Kollegium, im Auswerten von anderen Arbeiten und im Verwerfen von Hypothesen Stück für Stück neues Wissen finden. Eine derzeit laufende Interviewstudie, die von Prof. Lutz-Westphal betreut wird, soll herausarbeiten, wie man Forschen in der Mathematik präziser charakterisieren kann, um daraus weitere Schlüsse für die authentische didaktische Umsetzung in der Schule zu ziehen Der Ansatz des forschenden Lernens trägt bereits jetzt die wesentlichen Schritte in die Schule: Anregung zum selbstständigen Fragen, Raum für Erkundungen, offen für fächerübergreifende und vorausgreifende Inhalte, Sichtbarmachen der gefundenen mathematischen Erkenntnisse & kritische Auseinandersetzung mit unterschiedlichen Herangehensweisen und Resultaten. Inzwischen gibt es schon viele erprobte Beispiele für forschendes Lernen, die von Lehrpersonen für den eigenen Unterricht übernommen oder adaptiert werden können (siehe www.matheforscher.de) . In unserem Gespräch gehen wir auf die Frage: Wo bitte ist die Mitte? ein. Für komplexe Gebilde, wie z.B. die Geometrie von Deutschland oder anderen Ländern kann man auf unterschiedliche "Mitten" kommen. Und man findet auch Beispiele, wo die Mitte gar nicht im Innern des Gebietes liegt. Solche Unterrichtsideen helfen Schüler/innen, Mathematik nicht nur als festgefügten Wissenskanon, sondern als kreatives Betätigungsfeld zu erleben, in dem flexibles Denken erforderlich ist. Wesentlich für einen Mathematikunterricht, der auf diese Weise gestaltet ist, ist eine Kultur, in der das Fragen stellen und Fehler machen möglich sind und ein produktiver Umgang mit Fehlern gepflegt wird. Es hat sich bewährt, die Schülerinnen und Schüler ein Lern- oder Forschertagebuch führen zu lassen (bzw. je nach Vermögen der Lerngruppe, einen mündlichen Austausch anzuregen), um besser zu verstehen, wie die Lernenden denken, wo konkrete Probleme im Verständnis sind, bzw. welche eigenen Ansätze die Kinder entwickeln. Dieser dialogische Ansatz öffnet den Weg zu einem individuellen Austausch zwischen Lehrkräften und Lernenden und öffnet die Perspektive in Richtung inklusiver Lerngruppen. Ein Unterricht, der Mathematik forschend entwickelt braucht Lehrpersonen mit einem hohen Selbstvertrauen in ihre eigenen mathematischen Fähigkeiten und einer authentischen Begeisterung für das Fach. Damit ergeben sich auch Ziele in der Lehramtsausbildung: Erlangen fachlicher und fachmethodischer Sicherheit, das Kennenlernen moderner Mathematik und aktueller Forschungsthemen, eine tiefe fachdidaktische Durchdringung von mathematischen Themen, und somit übergreifend: die Stärkung des fachlichen Selbstbewusstseins. Nach ihrem Abitur 1990 studierte Brigitte Lutz-Westphal an der Hochschule der Künste und der freien Universität Berlin Schulmusik, Violine und Mathematik und hatte dabei 1994-95 auch einen Studienaufenthalt in Paris als Stipendiatin des Briand-Stresemann Programms. Auf ihr erstes Staatsexamen in Musik und Mathematik folgte ihr Referendariat am Karl-von-Frisch-Gymnasium in Dußlingen und am Wildermuth-Gymnasium in Tübingen. Nach dem zweiten Staatsexamen für die Laufbahn des höheren Schuldienstes an Gymnasium in Musik und Mathematik, wurde sie in Berlin als Musikpädagogin und Nachhilfelehrerin selbstständig tätig und begann mit ihren Arbeiten zum Projekt "Diskrete Mathematik für die Schule". Ab 2002 wurde sie als wissenschaftliche Angestellte am Konrad-Zuse-Zentrum für Informationstechnik durch die Volkswagenstiftung für das Projekt "Diskrete Mathematik in der Schule" gefördert. Ab 2004 war sie als wissenschaftliche Mitarbeiterin an der TU Berlin unter anderem im Projekt "Visualisierung von Algorithmen" des DFG-Forschungszentrums MATHEON tätig. 2006 promovierte sie an der TU Berlin mit ihrer Dissertation zum Thema "Kombinatorische Optimierung - Inhalte und Methoden für einen authentischen Mathematikunterricht" bei Prof. Martin Gröschel, und trat eine Vertretungsstelle einer Juniorprofessur für Mathematikdidaktik an der TU Berlin und wurde Mitglied der "Junior Faculty" der Berlin Mathematical School (BMS). 2008 wurde sie auf die W2-Professur für Mathematik und Didaktik der Hochschule Vechta berufen, und ist seit 2009 als W2 Professorin für Didaktik der Mathematik der Freien Universität Berlin. Seit 2009 ist die Mitherausgeberin der "Mitteilungen der Deutschen Mathematiker Vereinigung" und ist seit 2017 Mitglied des Beirats der Stiftung Rechnen. Literatur und weiterführende Informationen M. Ludwig, B. Lutz-Westphal, C. Benz: Entdeckendes, forschendes und projektartiges Lernen. Best Practice Beispiele aus dem Programm Mathe.Forscher. Stiftung Rechnen, 3. Auflage 2018. (1. Auflage online) P. Linke, B. Lutz-Westphal: Das "Spot-Modell" im Mathematikunterricht – forschendes und entdeckendes Lernen fundiert anwenden. In: Beiträge zum Mathematikunterricht. WTM-Verlag. 4 Seiten (in Druck), 2018. M. Ludwig, B. Lutz-Westphal, V. Ulm:Forschendes Lernen im Mathematikunterricht, Mathematische Phänomene aktiv hinterfragen und erforschen. In: Praxis der Mathematik in der Schule Heft 73. S. 2-9, 2017. B. Lutz-Westphal, A. Schulte: Mathematische Forschung – Was Forschendes Lernen im Mathematikunterricht aus der Praxis lernen kann. In: Beiträge zum Mathematikunterricht. WTM-Verlag. S. 1181-1184, 2016. B. Lutz-Westphal: Das forschende Fragen lernen. Pflasterungen: scheinbar Bekanntes neu durchdringen. In: Mathematik lehren Heft 184. S. 16-19, 2014. B. Lutz-Westphal: Mathematik forschend entdecken. In: Stiftung Rechnen (Hg.): Mathe.Forscher. Entdecke Mathematik in deiner Welt. WTM-Verlag Münster, S. 103-112, 2013. B. Lutz-Westphal, K. Skutella: Dialogic learning on a shared theme – approaching inclusive settings in the mathematics classroom. In M. Knigge et al. (Hrsg.) (in Vorbereitung): Inclusive mathematics education. State-of-the-art research from Brazil and Germany. Springer, 2019. S. Hußmann, B. Lutz-Westphal (Hg.):Diskrete Mathematik erleben. Anwendungsbasierte und verstehensorientierte Zugänge. Springer (2. Auflage), 2015. K. Biermann, M. Grötschel, B. Lutz-Westphal, Brigitte (Hg.):Besser als Mathe! Moderne angewandte Mathematik aus dem MATHEON zum Mitmachen. Springer, 2010. Stiftung Rechnen Matheforscher B. Lutz-Westphal: Kinderseite in den Mitteilungen der Deutschen Mathematiker Vereinigung. Podcasts J.-M. Klinge, G. Thäter: Lerntheken, Gespräch im Modellansatz Podcast, Folge 178, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2018. http://modellansatz.de/lerntheken K. Wohak, M. Hattebuhr, E. Bastian, C. Beizinger, G. Thäter: CAMMP-Week, Gespräch im Modellansatz Podcast, Folge 174, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2018. http://modellansatz.de/cammp-week G. Thäter, K. Wohak: CAMMP, Gespräch im Modellansatz Podcast, Folge 165, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2018. http://modellansatz.de/cammp B. Bötcher, G. Thäter: Meisterklasse, Gespräch im Modellansatz Podcast, Folge 158, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2018. http://modellansatz.de/meisterklasse G.M. Ziegler, G. Thäter: Was ist Mathematik? Gespräch im Modellansatz Podcast, Folge 111, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2016. http://modellansatz.de/was-ist-mathematik A. Kirsch, G. Thäter: Lehramtsausbildung, Gespräch Modellansatz Podcast, Folge 104, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2016. http://modellansatz.de/lehramtsausbildung E. Dittrich, G. Thäter: Schülerlabor, Gespräch im Modellansatz Podcast, Folge 103, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2016. http://modellansatz.de/schuelerlabor J. Breitner, S. Ritterbusch: Incredible Proof Machine, Gespräch im Modellansatz Podcast, Folge 78, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2016. http://modellansatz.de/incredible-proof-machine C. Spannagel, S. Ritterbusch: Flipped Classroom, Gespräch im Modellansatz Podcast, Folge 51, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2015. http://modellansatz.de/flipped-classroom S. Götz, L. Bodingbauer: Schulmathematik, Gespräch im Lob und Tadel Podcast, Sprechkontakt mit Bildung, Folge 19, 2014.

In this session, Dr. Andrea Asnes and Dr. Clifford Bogue talk to us about how to network as a junior faculty and work towards creating a national reputation.

In this session, Eve Colson speaks with us about medical education as busy clinicians, opportunities for involvement at the medical school and creating an educational portfolio for promotion.

In this episode, Betsey Pesapeane, Funding Specialist in the Department of Pediatrics discusses ways for Junior faculty to learn about grant opportunities and position themselves for success.

Dr. Beronda Montgomery is a plant scientist by training, and leverages her technical expertise to advance a professional development area that she is truly passionate.  She masterfully uses the analogy of plant care and maintenance to illustrate the importance that a nurturing environment plays in mentoring. She has written extensively on the topic of mentoring, particularly within the STEM community and has been recognized for her work in this area. Follow her on Twitter @BerondaM for STEMulating and thoughtful tips on mentoring. Articles written by Dr. Montgomery about mentoring: Montgomery, BL. (2017). Mapping a Mentoring Roadmap and Developing a Supportive Network for Strategic Career Advancement. SAGE Open 7(2), http://journals.sagepub.com/doi/full/10.1177/2158244017710288 Montgomery, BL (2017). Three Sisters and Integrative Faculty Development. Plant Science Bulletin, 63(3): 78–85, https://issuu.com/botanicalsocietyofamerica/docs/webpsb63_2_2017/25 Montgomery, BL (2017). Growing from adviser to mentor. MSUToday, http://msutoday.msu.edu/360/2017/beronda-montgomery-growing-from-adviser-to-mentor/ Montgomery, BL, Colon-Carmona, A (2016). Cultivating Evidenced-Based Mentoring and Training to Enhance Diversity in STEM, ASPB News, 43(2): 5. Montgomery, BL (2016). Evidence-based Training and Mentoring Practices: Practical Implications for Improving Diversity in STEM Education and Training, ASBMB Today, 15(2): 31. Whittaker, JA, Montgomery, BL, Martinez Acosta, VG. (2015). Retention of Underrepresented Minority Faculty: Strategic Initiatives for Institutional Value Proposition Based on Perspectives from a Range of Academic Institutions. The Journal of Undergraduate Neuroscience Education 13(3), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4521729/ Montgomery, BL, Dodson, JE, Johnson, SM. (2014). Guiding the Way: Mentoring Graduate Students and Junior Faculty for Sustainable Academic Careers. SAGE Open 4(4), http://journals.sagepub.com/doi/full/10.1177/2158244014558043 Whittaker, JA, Montgomery, BL (2014). Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development. Innovative Higher Education, 39(4), https://link.springer.com/article/10.1007%2Fs10755-013-9277-9 Whittaker, JA, Montgomery, BL (2012). Cultivating Diversity and Competency in STEM: Challenges and Remedies for Removing Virtual Barriers to Constructing Diverse Higher Education Communities of Success. The Journal of Undergraduate Neuroscience Education, 11(1), https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3592737/ Dodson, JE, Montgomery, BL, Brown LJ (2009). ‘Take the Fifth’: Mentoring Students Whose Cultural Communities Were Not Historically Structured Into U.S. Higher Education. Innovative Higher Education 34(3), https://link.springer.com/article/10.1007/s10755-009-9099-y Additional mentoring resources: Mentoring Resources via Becky Packard (@BeckyPackard) – https://commons.mtholyoke.edu/beckypackard/resources/ National Research Mentoring Network (NRMN) – https://nrmnet.net/ MentorNet (@MentorNetTweet) – http://mentornet.org/ Mentoring & Tutoring: Partnership in Learning (journal) – http://www.tandfonline.com/toc/cmet20/current

This Podcast was created as a summary, following a live BEI Journal Club discussion of the Academic Medicine article “The Impact of a Junior Faculty Fellowship Award on Academic Advancement and Retention," We encourage you to read the article associated with this podcast.

Dr Gleider Hernandez, Reader in Public International Law, University of Durham, October 2016 Dr Gleider I Hernández is Reader in Public International Law at Durham Law School and Deputy Director of the Durham Global Policy Institute. Originally from Canada, Gleider took a D.Phil from Wadham College, Oxford, an LL.M degree from Leiden, and BCL & LL.B degrees from McGill. His DPhil, The International Court of Justice and the Judicial Function, was published by the OUP in 2014, and was shortlisted for the Peter Birks Prize. His second book, International Law, will be published in 2017, also by the OUP. Gleider is currently an AHRC Research Leadership Fellow on a project entitled 'Constructing Authority in International Law'. Besides his academic position at Durham, Gleider serves as Junior Faculty with the Harvard Institute for Global Law and Policy and is a Visiting Senior Fellow at the TMC Asser Institute in The Hague. He has previously has been Visiting Fellow at McGill and Amsterdam universities. In terms of practice and consultancy work, Gleider currently serves as Expert on the group of experts drafting the NATO/CCDCOE Tallinn Manual on Cyber Operations in International Law, and has just completed a mandate as Special Assistant to an ICSID investment tribunal. He also served from 2008-2010 as Associate Legal Officer to Judges Peter Tomka and Bruno Simma at the International Court of Justice. He is also a Member of the Legal Action Committee of GLANLaw.org, a non-governmental organisation dedicated to challenging injustice through innovative legal strategy. Finally, nearly a decade ago, he served as the Convenor of the Public International Law Discussion Group of the Oxford Law Faculty, to which he returns with fond memories. Abstract: This paper attempts to understand the authority asserted by certain norm-applying institutions (‘law-applying authorities’ or officials) as part of their practice of responding to situations of indeterminacy in the law. Indeterminacy is explored as but a temporary gap, one which can be resolved through mechanisms of determinability within the legal system. The authority of norm-applying institutions is purportedly defended as necessary for the existence of law and the legal system, but is in fact rooted in social practices that legitimate the exercise of authority through recognition. Such a claim to authority is specifically with respect to content-independent authority, to the extent that it relies on the identity of the law-applying actor, rather than on the substance of the reasoning invoked. There is a circularity in identifying law-applying authorities through reference to the rules of the legal system, yet presuming their existence as a necessary condition for the existence of the legal system. Instead, the answer is partly also to be found in the existence of common discourse rules between various international actors, who together constitute an epistemic community and whose canons, forms of discourse and methods serve to define the practice of international law. It is through this combination of social recognition and adherence to socially-constructed canons and discourse rules that authority in law-application, law-creation and development privilege, over all other priorities, the coherence and authority of the system as a whole.

Sarah R. interviews newly minted Prof. Katja Poppenhaeger, junior faculty at Queen's University Belfast. For Katja's secrets on productivity in the midst of the whirlwind schedule of a new faculty member(!), and her own stories from the faculty search process, listen in! For more on this episode: http://drssarahcare.tumblr.com/post/143437420600/episode-15-new-faculty-life-with-dr-katja

Junior faculty members interested in cancer research benefit from experienced scientists at MD Anderson.