Post-Tenure Faculty Review and Renewal II PDF Download

Author: Christine M. Licata
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 246

View

Book Description
"Published in association with the American Association for Higher Education."

Author: Christine M. Licata
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 236

View

Book Description
A joint publication from the American Association for Higher Education's New Pathways Project and Anker Publishing Company, this is the final book in a series on review, renewal, and vitality of tenured faculty. This volume brings together the findings from nine different institutional case studies and focuses on the effectiveness and outcomes of post-tenure review. Providing the most comprehensive report on the outcomes of post-tenure review within senior-level institutions as reported by campus faculty and administrators, this is the only national study to date that uses multiple methods of data collection to understand how campuses of differing size, mission, and culture experience the review process and describe its impact. Contents include: accountability and faculty performance; putting post-tenure review into context and practice; faculty adn administrator views about post-tenure review practices: qualitative findings; a medical school version of post-tenure review; similarities and differences across institutions: quantitative findings; bridging results to practice; how post-tenure review is a lever for organizational change; and considerations for the future.

Author: Jeffrey L. Buller
Publisher: John Wiley & Sons
ISBN: 0470605456
Category : Education
Languages : en
Pages : 430

View

Book Description
The Essential College Professor is about the "how" and "why" of being a faculty member today. Based on the author's series of highly successful faculty development workshops, each chapter deals concisely with the most important information college professors need at their fingertips when confronted by a particular challenge or faced with an exciting opportunity. Written both as a comprehensive guide to an academic career and as a ready reference to be consulted whenever needed, The Essential College Professor emphasizes proven solutions over untested theories and stresses what faculty members have to know now in order to be successful in their careers. Each chapter is concluded by a short exercise that faculty members can perform to help them, for instance, completely revise a course by restructuring the syllabus and course materials, bring new life to a research project by reframing it as a book proposal or grant application, and so on.

Author: Vicki L. Baker
Publisher: Taylor & Francis
ISBN: 1000981487
Category : Education
Languages : en
Pages : 351

View

Book Description
This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties.The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing continued goal of diversifying both the student and faculty bodies.The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate.The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit.Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes.While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels.

Author: Christine M. Licata
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 326

View

Book Description
Post-Tenure Faculty Review and Renewal: Experienced Voices provides insights into the development, adoption, and implementation of post-tenure review at both individual universities and state university systems. The critical contribution of this book is that editors Christine Licata and Joseph Morreale have let "experienced voices"--The faculty leaders, senior campus administrators, and system officials themselves--tell their 13 different stories. Rationales that institutions of various sizes and missions used in establishing tenured-faculty review and development; how such policies were formulated, and the factors leading to implementation successes and failures; important campus lessons learned in moving from policy development to unit implementation; plus, thoughtful essays on the future of post-tenure review (by William Plater) and faculty well-being (by Charles Walker); and introductory and concluding discussions by the editors, framing the 13 experiences in a way that provides coherence, identifies strategies, and envisions new directions to be explored.

Author: Richard P. Chait
Publisher: Harvard University Press
ISBN: 0674029348
Category : Education
Languages : en
Pages : 349

View

Book Description
Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works? In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools. Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.

Author: Sandra M. Linder
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 416

View

Book Description
Faculty in the science, technology, engineering, and mathematics (STEM) disciplines face intensifying pressures in the 21st century, including multiple roles as educator, researcher, and entrepreneur. In addition to continuously increasing teaching and service expectations, faculty are engaged in substantive research that requires securing external funding, mentoring other faculty and graduate students, and disseminating this work in a broad range of scholarly outlets. Societal needs of their expertise include discovery, innovation, and workforce development. It is critical to provide STEM faculty with the professional development to support their complex roles and to base this development on evidence derived from research. This edited handbook provides STEM stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings. More specifically, we include work that examines faculty development planning, techniques/models, experiences, and outcomes focused on supporting the teaching, research, service, and leadership responsibilities of STEM faculty. The Handbook is suited for researchers and practitioners in STEM, STEM Education, Mathematics, Science, Technology, and Engineering disciplines. It is also suited towards faculty developers, higher education administrators, funding agencies, industry leaders, and the STEM community at large. This handbook is organized around three constructs (INPUTS, MECHANISMS, and OUTPUTS). The STEM faculty development inputs construct focuses on topics related to the characteristics of faculty members and institutions that serve as barriers or supports to the adoption and implementation of holistic STEM faculty development programs. Questions addressed in the handbook around this topic include: What barriers/supports exist for STEM faculty? How are these barriers/supports being addressed through STEM FD? How do contexts (e.g., economic, political, historical) influence faculty/administrative needs related to STEM FD? How do demographics (e.g., gender, ethnicity, age, family background) influence faculty/administrative needs related to STEM FD? The STEM faculty development mechanisms construct focuses on topics related to the actual implementation of STEM faculty development and we consider the potential models or structures of STEM faculty development that are currently in place or conceptualized in theory. Questions addressed in the handbook around this topic include: What are the processes for developing models of STEM FD? What are effective models of STEM FD? How is effectiveness determined? What roles do stakeholders (e.g., faculty, administration, consultants) play within STEM FD mechanisms? The STEM faculty development outputs construct focuses on how to best understand the influence of STEM faculty development on outcomes such as productivity, teacher quality, and identity in relation to faculty development. Questions addressed in the handbook around this topic include: How has STEM FD influenced higher education practices and settings? What are appropriate output measures and how are they used in practice? What collaborations emerge from STEM FD? How does STEM FD affect other STEM stakeholders (e.g. students, administration, business, community)? The aim for this handbook was to examine the multifaceted demands of faculty roles, and together with members of the STEM education community, envision pathways through which universities and individuals may support STEM colleagues, regardless of their experience or rank, to enjoy long and satisfying careers. Our hope is for these chapters to aid readers in deep reflection on challenges faculty face, to contemplate adaptations of models presented, and to draw inspiration for creating or engaging in new professional development programs. Chapters across this handbook highlight a variety of institutional contexts from 2-year technical colleges, to teaching-focused institutions, in addition to research-centric settings. Some chapters focus primarily on teaching and learning practices and offer models for improving STEM instruction. Others focus on barriers that emerge for STEM faculty when trying to engage in development experiences. There are chapters that examine tenure structures in relation to faculty development and how STEM FD efforts could support research endeavors. Mentorship and leadership models are also addressed along with a focus on equity issues that permeate higher education and impact STEM FD. It is our sincere hope that this Handbook sparks increased discourse and continued explorations related to STEM FD, and in particular, the intentional focus of faculty development initiatives to extend to the many facets of academic life.

Author: Karen Kelsky
Publisher: Crown
ISBN: 0553419420
Category : Education
Languages : en
Pages : 450

View

Book Description
The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.

Author: Association of Research Libraries. Systems and Procedures Exchange Center
Publisher: Association of Research Libr
ISBN:
Category : Academic librarians
Languages : en
Pages : 128

View

Book Description

Author: Dana S. Dunn
Publisher: John Wiley & Sons
ISBN: 0470892471
Category : Education
Languages : en
Pages : 384

View

Book Description
Praise for Using Quality Benchmarks for Assessing and Developing Undergraduate Programs "This welcome volume provides discipline-friendly, carefully crafted frameworks for focusing faculty and staff on the dimensions that matter to student learning and institutional effectiveness." —George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "A welcome contrast to narrow, mechanical views of assessment, this volume provides a comprehensive model for academic program improvement. Readers will find a powerful framework, flexible tools, and a human touch that brings the whole process to life." —Pat Hutchings, former vice president, The Carnegie Foundation for the Advancement of Teaching "Comprehensive in its scope, detailed in its research and analysis, practical in its examples and recommendations, this book provides a refreshingly developmental approach to program assessment and improvement." —Timothy Riordan, associate provost, Alverno College