scholarly journals Obtaining a faculty position at a primarily undergraduate institution (PUI)

2021 ◽  
Vol 15 (S2) ◽  
Author(s):  
Christina King-Smith ◽  
Caroline Lund Dahlberg ◽  
Blake Riggs
Keyword(s):  
Department Chair ◽  
Teaching Experience ◽  
Application Process ◽  
Faculty Position ◽  
Teaching And Research ◽  
Informal Mentoring ◽  
Contract Negotiations ◽  
Diversity And Inclusion ◽  
Teaching Research ◽  
Probationary Period

AbstractScientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment. Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

scholarly journals Obtaining a Faculty Position at a Primarily Undergraduate Institution (PUI)

2020 ◽  
Author(s):  
Christina King-Smith ◽  
Lina Dahlberg ◽  
Blake Riggs
Keyword(s):  
Department Chair ◽  
Teaching Experience ◽  
Application Process ◽  
Faculty Position ◽  
Teaching And Research ◽  
Informal Mentoring ◽  
Contract Negotiations ◽  
Diversity And Inclusion ◽  
Teaching Research ◽  
Probationary Period

Scientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

Classroom teaching or academic publishing? An investigation of Philippine doctoral academics’ beliefs

2021 ◽  
pp. 003452372110246
Author(s):  
Mark B Ulla ◽  
Veronico N Tarrayo
Keyword(s):  
Community Service ◽  
Teaching Experience ◽  
Research Data ◽  
Doctoral Degrees ◽  
Classroom Teaching ◽  
Academic Publishing ◽  
Classroom Teachers ◽  
Teaching And Research ◽  
Years Of Teaching Experience ◽  
Teaching Research

Classroom teaching, academic publishing, and community service may be considered the primary responsibilities among academics in higher education institutions (HEIs). While there have been a number of studies that explored the teaching–research nexus in different contexts, little is known about the perceived roles of HEI academics with regard to teaching and research. This article explores Philippine HEI doctoral academics’ (academics with doctoral degrees) views of their roles in teaching and research. Data were obtained from interviews with 53 doctoral academics who had 11–25 years of teaching experience. Findings revealed that doctoral academics viewed themselves as classroom teachers, which undermined the teaching–research nexus due to their inadequate training and exposure to research and publication when they were pursuing their doctoral degrees. This article argues that academic orientation plays a key role toward academics’ perceptions of teaching and research in HEIs. Such findings suggest the need to revisit both national and institutional policies on teaching and research pedagogy among Philippine HEIs.

scholarly journals Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

2017 ◽  
Vol 12 (4) ◽  
pp. 244-255 ◽  
Author(s):  
Sara L. Nottingham ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Athletic Trainers ◽  
Junior Faculty ◽  
Phenomenological Approach ◽  
Effective Characteristics ◽  
Mentoring Relationships ◽  
Mentor Program ◽  
Formal Mentoring ◽  
Faculty Position ◽  
Informal Mentoring ◽  
National Athletic Trainers Association

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

The construction of a Practice-Teaching-Research (PTR) model for the accomplishments of college interpreting teachers in China

Babel ◽  
2020 ◽  
Vol 66 (4-5) ◽  
pp. 604-618
Author(s):  
Zhifeng Kang ◽  
Ying Shi
Keyword(s):  
Transition Period ◽  
Three Dimensions ◽  
Teacher Teams ◽  
Teaching And Research ◽  
New Era ◽  
Teaching Research ◽  
Practice Teaching

Abstract This article focuses on the issues of unclear self-positioning, vague objectives and unbalanced factors among the interpreting practice (IP), interpreting teaching (IT) and interpreting research (IR) of interpreting teachers in Chinese colleges. Based on the research thread of diachronic and synchronic development in the accomplishments of college interpreting teachers’ in China, and the approach to analysing the three dimensions of practice, teaching and research, this study investigates interpreting teachers at five universities in Shanghai. Based on the investigation in Shanghai, this study puts forward a Practice-Teaching-Research (PTR) model as a three-in-one approach to cultivating comprehensive interpreting teachers’ positioning and strategies in the transition period. It constructs Overall Interpreting (OI) = Interpreting Practice (IP) + Interpreting Teaching (IT) + Interpreting Research (IR), OI=IP+IT+IR as the formula, which is the realization of constructing a PTR model as a three-in-one approach for college interpreting teachers in China. This study has a certain guiding significance in the new era for setting up college interpreting teacher teams and improving their accomplishments in China.

“Publish or Perish” is Alive and Well: A Re-Analysis of Landrum and Clump (2004)

2011 ◽  
Vol 108 (2) ◽  
pp. 617-624
Author(s):  
David P. Nalbone
Keyword(s):  
Graduate Programs ◽  
Public Institutions ◽  
Application Process ◽  
Teaching And Research ◽  
Publish Or Perish ◽  
Search Committee ◽  
Psychology Faculty ◽  
Faculty Positions ◽  
Application Characteristics ◽  
Measuring Agreement

A re-analysis was undertaken of Landrum and Clump's data reporting the results of a survey of search committee chairs' criteria for evaluating applicants for psychology faculty positions. Results indicated that 5 factors emerged from their agreement items (measuring agreement with specific statements about submitted applications) and 4 factors emerged from their importance items (measuring prioritization of specific application characteristics). Several of these factors, especially one focusing upon teaching and research emphasis, are useful to different degrees. These results suggest that public institutions with graduate programs differ from other institutions on criteria for applicants in several ways, particularly in their emphasis on research over teaching. Results may help applicants to better focus their efforts in the application process.

scholarly journals The Folly Of Teaching A While Hoping For B

2007 ◽  
Vol 3 (4) ◽  
pp. 71-82
Author(s):  
Robert L. McGinty
Keyword(s):  
Department Chair ◽  
Application Process ◽  
Research Committee ◽  
Clint Eastwood ◽  
Research Findings ◽  
College Of Business

Motivated to investigate the non-business related content in business content courses, I applied for a two quarter sabbatical asking for feedback and support from both my department chair and the dean of the College of Business where I have researched and taught classes for over twenty-five years. They collectively provided neither advice, feedback, nor support, forcing me to go over their heads directly to the Research Committee charged with reviewing sabbatical applications. The committee supported my research idea and granted me a one quarter sabbatical. Based in part on my research findings and based in part on my experiences during the application process, I wanted to share the events associated with curricular reviews with other academicians. As Clint Eastwood once said, Sometimes if you want to see a change for the better, you have to take things into your own hands.

scholarly journals CONTEMPORARY ISSUES IN SOCIAL SCIENCES IN PAKISTAN

2015 ◽  
Vol 54 (1) ◽  
pp. 3-14
Author(s):  
Hasan Askari Rizvi
Keyword(s):  
Social Sciences ◽  
Research Work ◽  
Teaching And Research ◽  
Research And Practice ◽  
Political Conflicts ◽  
Religious Extremism ◽  
Different Types ◽  
Teaching Research ◽  
Work Done ◽  
Comprehensive Study

The paper provides an overview of the evolution of Social Sciences with a focus on the Post-1945 period, known for major strides towards scientific, analytical, nonpartisan, multi-disciplinary and comprehensive study and research in different fields of Social Sciences. The paper discusses the gradual growth of Social Sciences in Pakistan in terms of increase in number of persons engaged in teaching, research and practice in various domains of Social Sciences, institutional facilities and availability of funds. There is a discussion of the major features of the research work done in Social Sciences in Pakistan and its weaknesses and deficiencies. The paper argues that Social Sciences have become important for societies like Pakistan that face different types of social and political conflicts. The rise of religious extremism, violence and terrorism also requires that we benefit from the work done in different fields of Social Sciences for understanding the dynamics of societal trends, issues and conflict and how to address them. The paper also reviews teaching and research being done in Pakistani universities, especially since 2005, when more funds became available for study and research in Social Sciences. The universities have vastly expanded their Doctoral and M.Phil. porgrammes but the imperative of quality is often neglected.

scholarly journals Technological University Faculty ICT Barriers during the Pandemic

2021 ◽  
Author(s):  
Г.Ф. Хасанова ◽  
Ф.Т. Шагеева ◽  
Н.В. Крайсман
Keyword(s):  
Online Communication ◽  
Teaching Experience ◽  
Educational Process ◽  
Faculty Members ◽  
Online Classes ◽  
Faculty Position ◽  
Online Tools ◽  
Online Format ◽  
Technological University ◽  
Scientific Degree

Во время пандемии коронавируса преподаватели столкнулись с необходимостью быстро перевести весь образовательный процесс в онлайн-формат. Университеты испытывали трудности с быстрой организацией и унификацией данного процесса для преподавательского состава. Готовность преподавателей к проведению онлайн-занятий существенно различалась, и в условиях самоизоляции они испытывали трудности в получении технической поддержки или консультаций относительно решения возникающих проблем. Данное исследование было нацелено на выявление ИКТ-барьеров, с которыми преподаватели столкнулись в ходе пандемии. Для решения этой задачи авторами был проведен опрос преподавателей Казанского национального исследовательского технологического университета на основе анкеты, включавшей утверждения относительно трудностей, с которыми преподаватели столкнулись в ходе онлайн-коммуникации с обучающимися с начала пандемии. Отношение к тридцати трем барьерам оценивалось на основе коэффициента углового преобразования Фишера с учетом должности, ученой степени преподавателей, стажа работы, возраста, пола и преподаваемых дисциплин. During the coronavirus pandemic, faculty members were faced with the need to suddenly transfer the entire educational process to an online format. Universities found it difficult to quickly organize and unify this process for their educators. The latter’s readiness to conduct online classes varied, and in conditions of self-isolation it was difficult for them to get technical support or consultations on how to solve emerging problems. The current study aims to identify the ICT barriers that educators faced after the outbreak of the pandemic and their preferences of the various online tools they used during this period. To achieve these objectives, the authors surveyed faculty members at the Kazan National Research Technological University. A questionnaire was developed including statements concerning difficulties faculty members had experienced in their online-communication with learners since the beginning of the pandemic. Attitudes towards thirty-three barriers were evaluated depending on respondents’ faculty position, scientific degree, teaching experience, age, gender, and group of taught disciplines.

scholarly journals Learning of academics in the time of the Coronavirus pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 85-107
Author(s):  
Ela Sjølie ◽  
Susanne Francisco ◽  
Kathleen Mahon ◽  
Mervi Kaukko ◽  
Stephen Kemmis
Keyword(s):  
Academic Life ◽  
The Novel ◽  
Teaching And Research ◽  
Collegial Interactions ◽  
Practice Architectures ◽  
Abrupt Changes ◽  
Teaching Research ◽  
Novel Coronavirus ◽  
Case Stories

This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.

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