CSM 2015

1. Embarking on the Road
Trip and Navigating the
Journey of Academic Life
Julie Gahimer PT, HSD
Kate DeCleene Huber OTR, OTD
February 5, 2015

2. Speaker Introductions

3. Objectives
• Delineate the knowledge, skills and attitudes
necessary for a smooth transition in an academic
career.
• Understand the similarities and differences between
academic culture and clinical practice.
• Utilize suggestions and tips for navigating the
complex nature of the transition of the reality of
teaching, scholarship, and service.
• Answers to the most common questions related to
academia.

4. Evolution of Knowledge
• Historical Context
– Book examples
• Early Literature

5. Technology Changes

6. ―Prensky, 2001
Generational Differences
“Today’s students are no longer the people our
educational system was designed to teach.”
“Our digital immigrant instructors, who speak a
language of the pre-digital age, are struggling to
teach a population that speaks an entirely new
language.”

7. Beloit College Mindset List
http://www.beloit.edu/mindset/
● “Press pound” on the phone is now translated as “hit hashtag.”
● Having a chat has seldom involved talking.
● Rites of passage have more to do with having their own cell phone
and Skype accounts than with getting a driver’s license and car.
● A tablet is no longer something you take in the morning.
● With GPS, they have never needed directions to get someplace,
just an address.
● A Wiki has always been a cooperative web application rather than
a shuttle bus in Hawaii. Their school’s “blackboards” have always
been getting smarter.
● “Don’t touch that dial!”….what dial?

8. Educating the Net Generation
Diana Oblinger, President of Educause
(2004)
• Today’s Learners Qualities
– Digitally literate
– Mobile
– Always on
– Experiential
– Social
– Crave interactivity
– Parallel processing
– Inductive discovery
– Attentional deployment

9. Educating the Net Generation
Diana Oblinger, President of Educause
(2004)
• Today’s Learners Concerns
– Short attention spans
– Choose not to pay attention
– Reflection
– Practice
– Text literacy
– Source quality

10. United States Bureau of Labor
Statistics, January 2014
• # of Physical Therapy Jobs, 2012---204,200
• Job Outlook 36% (much faster than the
average)
• Employment Change, 2012-2022- 73,500

11. Trends in Rehabilitation
• APTA/CAPTE Projections in Growth of
Programs
– 153 Vacant Faculty positions (2012-2013)
• 50 were NEW positions
• AOTA/ACOTE Projections

12. Challenges and Rewards of Academia
Challenges
• Unstructured time, gray
agenda
• Student issues can be
demanding
• Use of time
• Learning how to teach
• Academic salary issues
• Educational Technology
• Academic culture (hierarchy
and politics)
• A different vocabulary
• Different role
Rewards
• Energetic nature of students
• Ah ha moments
• Work flexibility
• Each semester is new
• Involvement in professional
organization
• Mentorship processes
• Opportunities for collaboration
• Access to research and
technology resources
• Stimulating work environment
• Opportunities for promotion and
advanced degrees

13. Similarities and Differences Between
Clinicians and Academics
Similarities
• Education of patients,
education of students
• Both require a broad
knowledge base
• Multitasking
• Demands from patients,
demands from students
• Role modeling behavior
• Trust of patients, trust of
students
Differences
• Environment in which they
work
• Evaluations from students and
other faculty
• Public product with delayed
gratification (students
graduating)
• An end to the workday in the
clinic
• Variety of work
• No lives at stake in academics

14. Central Theme and Phases of the
Transition from Clinician to Academic
Murray, 2014

15. Unique Work Role Experience
• 6 patterns of commonality
– Metaphor for the ‘Sea of Academia’ (Anderson,
2009)
Sitting on the shore Emotions related to transition (excitement to fear)
Splashing in the shallows Lighter workloads and responsibilities (shadowing,
honeymoon)
Drowning Deep end of the pool (in over head)
Treading water Keeping up, adjusting, soliciting feedback
Beginning strokes Identifying and initiating change, developing vision,
finding balance
Throughout the waters Integrating expertise, striving for excellence, reacting
to students

16. Importance of Transition Support
Falzarano & Zipp, 2012

17. Importance of Transition Support
• Approaches to Faculty Development
(Peterson, 2005)
– Faculty seminars
– Mentors
– Teaching portfolios
– Collaborative grant writing
– Technology
– Publications

18. Transitioning and Navigating Academia
A. Teaching Expectations
CAPTE Standards
B. Scholarship Expectations
APTA Research Agenda
C. Service Expectations

19. Tips and Tricks for Teaching
• Accreditation
• Interprofessional Education
• Learning Styles
• Organization and Course Preparation
• Curricular Design
• Higher Education
– Academic rank, tenure, a new vocabulary

20. Tips and Trick for Scholarship
• Expectation for a scholarly research Agenda
• Grant Writing
• Collaboration
• Mentorship
• Dissemination
– Presentations
– Publications

21. Tips and Tricks for Service
• Professional
– Local, State, National, International
• Institutional
– Departmental Committee work
– University at large
• Community

22. Panel Discussion
A. Sam Kegerreis, PT, MS
Full/Senior Faculty Member
B. Emily Slaven, PT, OCS, PhD
Victoria Wilburn, DHSc, MHS, OTR
New/Junior Faculty Members
C. Connie Fiems, PT, MS
Adjunct Faculty/Transitioning
D. Frank Bates, PT, DPT, MBA
Administrative responsibilities

23. I wish I would have known……
• Things move fast, be ready
• Be prepared for many responsibilities
• Learn to delegate
• Don’t take student comments too personally
• Always be willing to develop new skills
• Be prepared to be unpopular
• Develop clear boundaries

24. Making a Smooth Transition
• Shadow
• Grade Assignments
• Develop and deliver a
lecture
• Facilitate a small group
• Evaluate clinical skills
• Construct a CV
• Investigate institution,
mission, philosophy and
goals
• Understand the
organizational structure
• Examine a curriculum
• Organizational skills/
attention to detail
• Classroom technology skills
• Ability to work as a team
• Communication skills
• Research skills
• Teaching and clinical
experience
• Intrinsic motivation
• Punctual

25. What Will Physical Therapist
Education Look Like in 10 or 20 Years?
Wojciechowski, 2015
• Webcam through real-time cameras
• Leader of a shared leadership interdisciplinary health care team
• Interprofessional Education Core Competencies
1. values/ethics for interprofessional practice
2. roles/responsibilities of different health professions
3. interprofessional communication
4. teams and teamwork
• Provider-centric to patient-centric
• Community practices
• Prevention and wellness care

26. Education, Research and Evidence
Based Practice
• Clinical reasoning through problem solving and cases
• Creative thinking
• Devise efficient ways to deliver patient care
• Communication
• Leadership
• Hybrid learning
• Flipped classrooms
• Integrated Curriculum
• Self paced PT programs with a strong emphasis on research
• Programs at strong institutions, capable of excellent teaching,
cutting-edge research, and true interprofessional education
• Elimination of proprietary schools and the establishment of the
biomedical model as the gold standard

27. Clinical Education and Residencies
• Clinical education
– working with students from other health care
professions such as medicine, nursing, pharmacy,
psychology, and occupational therapy
• More clinical residencies and fellowships for
specialization
• Shifting “small community residencies” to
university settings

28. Technology and the Faculty
• Interprofessional team-based teaching
• Case-based teaching
• Provide on-line education
• Telehealth
• Remotely facilitating their patients'
movements through the interconnected 3-D
and 4-D sensing technologies
• Gamification

29. Resources
A. APTA Resources
• Journal of Physical Therapy Education
• APTA website
• Polly Cerasoli Lectures
• New Faculty Development Workshop
B. General Resources
• 35th Lilly Conference on College Teaching, Miami University,
November 2015
• Tomorrow’s Professor e-Newsletter- Rick Reis
• Educause
• Faculty Focus- Maryellen Weimer
• Scholarship of Teaching and Learning
• http://josotl.indiana.edu/

31. References
• Anderson J. An academic fairy tale: a metaphor of the work-role transition from clinician to academician. Nurse Educator. March
2008;33(2):79-82.
• Anderson J. The work-role transition of expert clinician to novice academic educator. Journal Of Nursing Education. April
2009;48(4):203-208.
• Andrew N, Robb Y. The duality of professional practice in nursing: Academics for the 21st century. Nurse Education Today. July
2011;31(5):429-433.
• Crist P. Career transition from clinician to academician: responsibilities and reflections. American Journal Of Occupational Therapy.
1999 Jan-Feb 1999;53(1):14-19.
• Cruz L, Sholder J. From Hills to Halls: A Modern Parable of Transitioning to Academia. Journal Of The Scholarship Of Teaching And
Learning. October 1, 2013;13(4):1-10.
• Duphily N. From clinician to academic: the impact of culture on faculty retention in nursing education. Online Journal Of Cultural
Competence In Nursing & Healthcare. July 2011;1(3):1-21.
• Falzarano M, Zipp G. Perceptions of Mentoring of Full-Time Occupational Therapy Faculty in the United States. Occupational Therapy
International. September 2012;19(3):117-126.
• Hageman P. Clinician to academic: what to expect in the transition... physical therapy instructor. Clinical Management In Physical
Therapy. September 1987;7(5):12-14.
• Hurst K. Experiences of new physiotherapy lecturers making the shift from clinical practice into academia. Physiotherapy. September
2010;96(3):240-247.
• Kahanov L, Eberman L, Yoder A, Kahanov M. Culture shock: transitioning from clinical practice to educator. Internet Journal Of Allied
Health Sciences & Practice. 2012;10(1).
• McDonald P. Transitioning from clinical practice to nursing faculty: lessons learned. Journal Of Nursing Education. March
2010;49(3):126-131.
• Murray C, Stanley M, Wright S. The transition from clinician to academic in nursing and allied health: A qualitative meta-synthesis.
Nurse Education Today. March 2014;34(3):389-395.
• Pagliarulo M, Lynn A. Needs assessment of faculty and program directors in physical therapist assistant education programs:
implications for development. Journal Of Physical Therapy Education. April 2003;17(1):55-64.
• Peterson C, Sandholtz J. New faculty development: scholarship of teaching and learning opportunities. Journal Of Physical Therapy
Education. December 2005;19(3):23-29.
• Reid T, Hinderer K, Jarosinski J, Mister B, Seldomridge L. Expert clinician to clinical teacher: Developing a faculty academy and
mentoring initiative. Nurse Education In Practice. July 2013;13(4):288-293.
• Wojciechowski, M. The future of Physical Therapist Education. PT in Motion. February 2015; 7(1):14-26.

32. Contact Information
• Julie Gahimer
– jgahimer@uindy.edu
– (317) 788-3420
• Kate DeCleene Huber
– decleenek@uindy.edu
– (317) 788-4908
• PowerPoint can be located at SlideShare.net