Earning tenure with outstanding teaching

Purpose The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education. Design/methodology/approach This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website. Findings The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model. Originality/value This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.

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Motivation to teach

International Journal of Comparative Education and Development ◽

10.1108/ijced-01-2019-0012 ◽

2019 ◽

Vol 21 (3) ◽

pp. 190-203

Author(s):

Nancy L. Leech ◽

Kara Mitchell Viesca ◽

Carolyn A. Haug

Keyword(s):

Higher Education ◽

Design Methodology ◽

University Education ◽

Motivating Factors ◽

Education Faculty ◽

Higher Education Faculty ◽

Content Type ◽

Two Samples ◽

Confirmatory Factor ◽

K 12

Purpose The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population. Design/methodology/approach Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly. Findings Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers. Originality/value This is one of the first studies to use the FIT-Choice scale with university education faculty.

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Duoethnography: a mechanism for higher education faculty mentoring

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-07-2018-0040 ◽

2019 ◽

Vol 8 (3) ◽

pp. 150-162

Author(s):

Daniel A. DeCino ◽

Molly M. Strear

Keyword(s):

Higher Education ◽

First Year ◽

Education Faculty ◽

Higher Education Faculty ◽

Critical Dialogue ◽

Online Journal ◽

Content Type ◽

Peer Mentorship ◽

The Usa ◽

Mentorship Relationship

Purpose New faculty often encounters myriad professional and personal challenges during their first year of employment. In order to foster connection, support and critical dialogue throughout this potentially taxing transition, the authors utilized duoethnography to establish a peer mentorship relationship. The purpose of this paper is to describe how duoethnography can cultivate peer mentorship and further understand the experiences of first-year faculty. Design/methodology/approach This qualitative study used duoethnography as a mechanism for peer mentoring for two first-year faculty located within the Midwest and Western regions of the USA. Data sources included an online journal with multiple author entries and e-mail correspondence. Findings The analysis revealed that duoethnography was helpful for maintaining peer mentorship for two counselor education faculty, as they critically evaluated their experiences transitioning into higher education through an online journal. Several key moments of mentoring emerged from the data including navigating tenure, holding hope, balancing and finding place. Research limitations/implications In this study, the authors found the use of duoethnography to be helpful for peer mentorship as the authors navigated unfamiliar settings and established the professional identities as educators. Future studies utilizing duoethnography for peer mentorship may provide insight into experiences in higher education to support faculty professional development. Originality/value Although prior research has examined the experiences of faculty and traditional mentorship, the authors are unaware of research examining the use of duoethnography to establish peer mentorship for new, tenure-track faculty. This manuscript provides higher education faculty a tool for promoting mentorship, critical dialogue, collaboration and transformation through duoethnography.

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Scouts, Students, and Faculty Benefit from Education Programs

Eos ◽

10.1029/2015eo023419 ◽

2015 ◽

Vol 96 ◽

Author(s):

Bethany Adamec ◽

Pranoti M. Asher

Keyword(s):

Higher Education ◽

Early Career ◽

Fall Meeting ◽

Education Faculty ◽

Education Programs ◽

Higher Education Faculty ◽

The Public ◽

American Geophysical ◽

K 12 ◽

American Geophysical Union

The American Geophysical Union hosted more than 30 events at the 2014 Fall Meeting for K–12 teachers, higher education faculty, early-career scientists, and the public.

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