Faculty Development

The goal of the faculty development program is to allow faculty to flourish professionally by having equal opportunity to: a) enhance their skills and competence; b) achieve career advancement and professional satisfaction; c) develop leadership skills consonant with the faculty’s individual goals and the departmental and institutional mission and strategic priorities.

The following are some of the components of the faculty development program:

  • Annual Faculty Review. The primary purposes of this process are to: a) ensure that the faculty’s career is progressing; b) identify opportunities for development in the clinical, teaching, research and leadership realms and to ensure a viable balance between these; c) monitor and evaluate the appropriateness of the match between faculty’s effort and productivity; d) initiate a dialogue on divisional and departmental values in a timely and appropriate manner. The secondary purpose is to provide feedback to departmental leadership regarding the needs of the faculty and assessment of progress in meeting those needs.
  • Mid-Winter Workshops. The primary purpose of these workshops is to foster the interpersonal growth and leadership potential of the faculty. Examples of programs are: a) “Leading with Accountability” by Teresa Edmondson, M.ED.; b) “Communication Skills for the Negotiator” by Catherine Morrison, JD; c) “Internal Conversations: How They Maintain Our Stress and Disrupt Our Relationships” by M. Casey Jacob, PhD; d) “Managing the Challenges at Each Career Stage” by Terry Stancin, PhD.
  • Lunch with the Chair.The purpose of this program is to give faculty an opportunity to interact with the chair and with other faculty in an informal and personal setting. Small groups of faculty from different divisions have lunch with Dr. Stanberry and Dr. Rosenthal. These occur several times a year.
  • Faculty Leadership Academy. This yearly program has 10 participants from Pediatrics, Obstetrics and Gynecology, and Pediatric Psychiatry with the following five goals: 1) To develop a leadership style that draws on personal strengths and utilizes those strengths to work effectively in leadership and mentoring roles; 2) To increase skills in negotiating with others and managing conflict; 3) To increase the understanding of academic health centers’ structural complexities and associated operational challenges; 4) To understand basics about financing within an academic health center; 5) To experience use of a peer group to provide peer-mentoring to address challenges.
  • Workshops/Lectures. Our goal is to provide skill development to our faculty as well as to be leaders in faculty development nationally. Below are examples of our national efforts:


  • Rosenthal, S. L., Stanton, B., & Wilmott, R. W. (2011, May). Supporting the professional growth of faculty: Enhancing mentoring in diverse relationships. 2011 Annual PAS Meeting, Denver, CO.
  • Rosenthal, S. L. (2012, February). Taking charge of your own career development/Becoming a leader. Leadership and Education in Adolescent Health Annual Meeting. Washington, DC.
  • Rosenthal, S.L. (2012, March). Taking charge of your own career development. Faculty Retreat. University of Illinois at Chicago, Chicago, Il.
  • Rosenthal, S. L. & Jacob, M.C. (2012, August). Supporting the leadership development of faculty: Facilitating matches between faculty members and training programs. 2012 GFA/GDI Joint Professional Development Conference, AAMC, Indianapolis, IN.
  • Rosenthal, S. L., Jacob, M.C. & Degen, S.J. (2012, August). Preparing the next generation: Columbia University/NYP Faculty Leadership Academy. 2012 GFA/GDI Joint Professional Development Conference, AAMC, Indianapolis, IN.
  • Rosenthal, S.L. (2012, October). The Top Ten: Lessons learned and still learning. Keynote Presentation at the Spotlight on Women in Medicine and Science (SWIMS) Symposium. Saint Louis University College of Medicine, Saint Louis, MO.


  • Rosenthal, S. L. & Phillips, L. (2007). The five-minute mentor: Writing personal statements for awards, grants, or promotion/tenure. Academic Physician & Scientist, October: 8-9.
  • Bickel, J. & Rosenthal, S. L. (2011). Difficult issues in mentoring: Recommendations on making the “undiscussable” discussable. Academic Medicine.86:1229-1234.
  • Rosenthal, S. L., & Stanberry, L. R. (2011). A framework for faculty development. Journal of Pediatrics. 158:693-694.e2
  • Rosenthal S. L., Ebel, S. C., Omondi, E. A., Hum, R. S. (2012). Do mentors know who they are mentoring? Journal of Pediatrics. 161: 773-774


Susan L. Rosenthal, PhD, ABPP
Vice Chair for Faculty Development, Department of Pediatrics
Director, Division of Child and Adolescent Health, Department of Pediatrics
Professor of Behavioral Medicine (in Pediatrics and Psychiatry)
Email: slr2154@columbia.edu
Phone: (212) 305-8079