J Dent Educ. 69(4): 440-445 2005
© 2005 American Dental Education Association
Milieu in Dental School and Practice |
Internal Dental School Environmental Factors Promoting Faculty Survival and Success
Richard S. Masella, D.M.D.
Dr. Masella is Associate Professor, Department of Orthodontics, College of Dental Medicine, Nova Southeastern University. Direct correspondence and requests for reprints to him at the Department of Orthodontics, Nova Southeastern University, College of Dental Medicine, 3200 S. University Dr., Fort Lauderdale, FL 33328; 954-262-7397 phone; 954-262-1782 fax; rmasella{at}nsu.nova.edu.
Key words: internal dental school environment, recruitment period, job description, job performance assessment, grantsmanship, peer collaboration, institutional culture
Submitted for publication 12/10/04;
accepted 02/07/05
A career in dental academics offers ample rewards and challenges. To promote successful careers in dental education, prospective and new dental faculty should possess a realistic view of the dental school work environment, akin to the informed consent so valuable to patients and doctors. Self-assessment of personal strengths and weaknesses provides helpful information in matching faculty applicants with appropriate dental schools. Essential prehiring information also includes a written job description detailing duties and responsibilities, professional development opportunities, and job performance evaluation protocol. Prehiring awareness of what constitutes excellence in job performance will aid new faculty in allotting time to productive venues. New faculty should not rely solely on professional expertise to advance careers. Research and regular peer-reviewed publications are necessary elements in academic career success, along with the ability to secure governmental, private foundation, and corporate grant support. Tactful self-promotion and self-definition to the dental school community are faculty responsibilities, along with substantial peer collaboration. The recruitment period is a singular opportunity to secure job benefits and privileges. It is also the time to gain knowledge of institutional culture and assess administrative and faculty willingness to collaborate on teaching, research, professional development, and attainment of change. Powerful people within dental schools and parent institutions may influence faculty careers and should be identified and carefully treated. The time may come to leave one’s position for employment at a different dental school or to step down from full-time academics. Nonetheless, the world of dental and health professional education in 2005 is rapidly expanding and offers unlimited opportunities to dedicated, talented, and informed educators.
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Copyright © 2005 by the American Dental Education Association.
