La ansiedad como una emoción anticipatoria

Our informants describe growing their own faculty as an effective, short-to-midterm strategy for recruiting UR as well as non-UR faculty. Growing your own faculty may involve a commitment by a department or school to mentor extremely promising students and finance their further education—often, but not always, to underwrite in whole or part the field’s terminal degree. Upon completion of their education, recipients of such assistance are expected to return, for various lengths of time, to teach in the departments that provided the financing. While growing faculty one individual at a time can provide important opportunities for prospective faculty members and the departments that hire them, it must not be viewed as a substitute for developing a critical mass of UR faculty:

“The typical scenario here would be that you find a bright, promising individual, they graduate from dental school, we take them on as a faculty member full time, and we try this relationship for a year or two to make sure it’s solid. If it is solid, then we retain them on their full-time salary, send them wherever they can get the best advanced education, we pay for that, keep them on salary, and then bring them back here. That's a five hundred thousand dollar commitment. It’s unbelievable!

Two of the early [faculty we’ve grown] happen to both be Black individuals—they’re already PhDs—and we’re putting them through dental school now. One’s in his third year, [another’s] a second-year

microbiologist, physiologist, pharmacologist. We also have a third Black individual in one of our own graduate programs and the clear, determined plan is he will become chair of the School of Dentistry, which is our largest, most significant department. And that’s with the blessing and support of the department.”

Schools and departments may grow their own UR faculty because of the relatively small size of the current UR faculty pool.70 However, in nursing, with a shortage of faculty in general, combined with projected high retirement rates in the next decade,71 expanding the pool of faculty from all backgrounds is needed. Nursing students, the majority of whom are trained at community colleges, need incentives to stay in school after they graduate and pass their boards. Those with an interest in teaching may need financial support to transfer to four-year nursing programs, complete the BNS, and matriculate in master’s-level programs, perhaps working for a few years in a hospital or other clinical setting before starting graduate school.

Baccalaureate-prepared nurses also need incentives to continue training, even after they have joined the workforce and secured positions on nursing faculties. A model of growing your own that relies on soft money is being implemented by a community college with one of California’s largest nursing departments:

“We’re going to get scholarship monies to support the faculty so they can go back to school and get their master’s degree. [Our nursing department] opened up a grant that allowed them to take in 60 more people and we supported that grant because these are the people that are going to get their master’s in nursing. That’s our [future] faculty. So we supported them on those 60 new people because that would allow 60 more people to become faculty members for us. It’s long term, but we decided that we had to invest long term. When we looked at this problem [faculty shortage] we had to look at it all kinds of different ways and that was our long term strategy.”

Still another nursing department with greater than fifty percent UR students has

succeeded at growing its own faculty from among its graduates as a result of the sense of community responsibility instilled by its charismatic department chair:

“People that I get that want to come and teach are genuinely wanting to give back to the community that gave to them and that’s why many of my instructors are former students. Because I want someone who wants to work with the student like I worked with them, give back. You don’t owe me anything but you owe it to this community that has given to you. And

70 _{These arrangements are analogous to the arrangements that some hospitals make with students to finance} their nursing education based on a student’s agreement to work at the hospital for a given number of years after licensure. See the profiles of East Los Angeles College’s Bridge to Nursing Program and CSU Long Beach/Long Beach Memorial Hospital in the CTD report “Profiles in Leadership.”

over half the faculty are graduates [of this college who went on to] get their bachelor’s and master’s degrees.”

Informants at one medical school attributed their relative success in growing their own UR faculty to a long-term investment in student diversity. Like the nursing department just described, this school did not plan or dedicate resources to grow its UR faculty. While the intervening factors are unclear, a surprising number of UR graduates have been hired as faculty following the completion of their graduate medical training. At least one factor could be that a welcoming and supportive environment at the undergraduate and graduate level influenced these candidates’ decisions to accept faculty job offers from their alma mater. The dean of the school reflected on the experience:

“Of our twelve minority faculty, we discovered that] ten of them had trained here. And so what emerged from that is a strategy that still needs work on it. It’s rich in that it’s a grow your own [approach]. We have wonderful programs. Why are we preparing [our medical students] to go all over the country? Why aren’t we holding on to them? If you’ve gone to medical school here, why don’t we reach out to you? What are some of the opportunities in our residency programs, our fellowship programs? Or probably most important, how do we send a message to our students that we want you here [for your training]?”