Scenario IV: Under-resourced but resilient and transformative

Ana C. Botta; Marco C. Bottino; Cherae M. Farmer-Dixon; Bridget M. Ferguson; M. Nathalia Garcia; Susie P. Goolsby; Paul Subar

doi:10.1002/jdd.12845

Scenario IV: Under-resourced but resilient and transformative

Ana C. Botta, Marco C. Bottino, Cherae M. Farmer-Dixon, Bridget M. Ferguson, M. Nathalia Garcia, Susie P. Goolsby, Paul Subar

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Original language	English (US)
Pages (from-to)	364-367
Number of pages	4
Journal	Journal of dental education
Volume	86
Issue number	3
DOIs	https://doi.org/10.1002/jdd.12845
State	Published - Mar 1 2022
Externally published	Yes

ASJC Scopus subject areas

Education
General Dentistry

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10.1002/jdd.12845

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title = "Scenario IV: Under-resourced but resilient and transformative",

author = "Botta, {Ana C.} and Bottino, {Marco C.} and Farmer-Dixon, {Cherae M.} and Ferguson, {Bridget M.} and Garcia, {M. Nathalia} and Goolsby, {Susie P.} and Paul Subar",

note = "Funding Information: We thank Dr. N. Karl Haden (President and CEO of the Academy for Advancing Leadership, AAL) and Dr. Felicia Tucker-Lively (Vice President, AAL) for their timely and insightful vision to develop this Scenario-based article series for the ADEA Leadership Institute Class 2021. Funding Information: During this period, a number of factors have come together to support increased diversity of dental faculty and students, as well as improved development and retention of all faculty members. CODA standards mandating efforts to increase both the diversity and cultural competence of faculty and students were strengthened. Pharmaceutical companies and the National Institute of Dental and Craniofacial Research provided grant funds to promote a diverse oral health research workforce through mentoring and supporting programs. These initiatives have resulted in a multi‐institutional network of investigators of different races and ethnicities who actively participate in collaborative research. In addition, educational organizations have developed documents, tools, and resource guides assisting dental schools to improve the recruitment, retention, and development of faculty. Currently, dental schools have developed programs and strategies to achieve desirable levels of diversity in their communities; focus efforts to retain students, faculty, and staff from diverse backgrounds, races, and ethnicities; and evaluate strategies to enhance the institutional climate for diversity. Collaborative support programs that are relevant, current, and engaging have been developed. Online faculty development programs have been expanded to support junior and senior faculty members based on the reverse and mutual mentoring and providing clear guidance for promotion and tenure. Recognition of the necessity for diversity, equity, and inclusion training, support, and resources has resulted in well‐established national and university‐based programming to support a diverse faculty. ",

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T2 - Under-resourced but resilient and transformative

AU - Botta, Ana C.

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AU - Farmer-Dixon, Cherae M.

AU - Ferguson, Bridget M.

AU - Garcia, M. Nathalia

AU - Goolsby, Susie P.

AU - Subar, Paul

N1 - Funding Information: We thank Dr. N. Karl Haden (President and CEO of the Academy for Advancing Leadership, AAL) and Dr. Felicia Tucker-Lively (Vice President, AAL) for their timely and insightful vision to develop this Scenario-based article series for the ADEA Leadership Institute Class 2021. Funding Information: During this period, a number of factors have come together to support increased diversity of dental faculty and students, as well as improved development and retention of all faculty members. CODA standards mandating efforts to increase both the diversity and cultural competence of faculty and students were strengthened. Pharmaceutical companies and the National Institute of Dental and Craniofacial Research provided grant funds to promote a diverse oral health research workforce through mentoring and supporting programs. These initiatives have resulted in a multi‐institutional network of investigators of different races and ethnicities who actively participate in collaborative research. In addition, educational organizations have developed documents, tools, and resource guides assisting dental schools to improve the recruitment, retention, and development of faculty. Currently, dental schools have developed programs and strategies to achieve desirable levels of diversity in their communities; focus efforts to retain students, faculty, and staff from diverse backgrounds, races, and ethnicities; and evaluate strategies to enhance the institutional climate for diversity. Collaborative support programs that are relevant, current, and engaging have been developed. Online faculty development programs have been expanded to support junior and senior faculty members based on the reverse and mutual mentoring and providing clear guidance for promotion and tenure. Recognition of the necessity for diversity, equity, and inclusion training, support, and resources has resulted in well‐established national and university‐based programming to support a diverse faculty.

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Scenario IV: Under-resourced but resilient and transformative

ASJC Scopus subject areas

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