Launching New Faculty Careers: Building a Strong Foundation for a Diverse Faculty

2020 ◽  
Author(s):  
Abigail Stewart ◽  
Janet Malley ◽  
Jennifer Linderman
Keyword(s):  
New Faculty ◽  
Faculty Careers

Launching successful beginnings for early career faculty: Ten tips for new professors of recreational therapy

2019 ◽  
Vol 18 (1) ◽  
pp. 31-37
Author(s):  
Bryan P. McCormick, PhD, CTRS, FDRT, FALS ◽  
David R. Austin, PhD, FDRT, FALS
Keyword(s):  
Higher Education ◽  
Early Career ◽  
Recreational Therapy ◽  
Institutions Of Higher Education ◽  
Senior Faculty ◽  
New Faculty ◽  
Faculty Careers ◽  
Body Of Knowledge ◽  
Early Career Faculty ◽  
Faculty Positions

A number of previous authors have identified concerns about a shortage of future PhD graduates to assume recreational therapy (RT) faculty positions to educate future recreational therapists and contribute to the profession’s body of knowledge. While some recreational therapists have decided to pursue their terminal degrees and assume faculty positions, there is relatively little information to guide those transitioning from graduate student to new faculty member. Drawing upon the experiences of senior faculty reported in the literature as well as our own experiences, this article presents a series of tips to help those recreational therapists transitioning from practice to strategically navigate the beginning of new faculty careers. These tips cover careers across the spectrum of types of institutions of higher education.

Current Appointment & Tenure Practices: Their Impact on New Faculty Careers

1985 ◽  
Vol 9 (1) ◽  
pp. 120-120 ◽  
Author(s):  
Robert T. Blackburn ◽  
Neil Wylie
Keyword(s):  
New Faculty ◽  
Faculty Careers

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

Development of New Faculty: Summary of the NSF-CMS WEE Workshop

2006 ◽  
Vol 132 (2) ◽  
pp. 133-137 ◽  
Author(s):  
C. Fred Higgs ◽  
Samuel Graham ◽  
Norma J. Mattei
Keyword(s):  
New Faculty

Japan: New Faculty Grants Program Expands Role of STA Agency

Science ◽  
1996 ◽  
Vol 272 (5262) ◽  
pp. 645-0
Author(s):  
D. Normile
Keyword(s):  
New Faculty

Applied sciences continuing education at Simon Fraser

1987 ◽  
Vol 1 (2) ◽  
pp. 141-143
Author(s):  
Donald A. George ◽  
June R. Landsburg
Keyword(s):  
Applied Sciences ◽  
Continuing Education ◽  
Collaborative Work ◽  
Management Program ◽  
Academic Departments ◽  
Engineering Science ◽  
New Faculty ◽  
University Continuing Education ◽  
The University ◽  
Simon Fraser University

At Simon Fraser University, continuing education activities are developed and administered by the division of Continuing Studies working in association with the university's academic departments. The Applied Sciences Program, a Continuing Studies unit, was formed in early 1986 to parallel the new Faculty of Applied Sciences established in 1985 in a major reorganization of the University. This faculty is composed of the Schools of Computing Science, Kinesiology and Engineering Science plus the Department of Communication and the Natural Resources Management Program. The article focuses on the School of Engineering Science and their collaborative work with industry in continuing education.

Settling in: The Role of Individual and Departmental Tactics in the Development of New Faculty Networks

2016 ◽  
Vol 87 (4) ◽  
pp. 544-572 ◽  
Author(s):  
Susan S. Fleming ◽  
Alyssa W. Goldman ◽  
Shelley J. Correli ◽  
Catherine J. Taylor
Keyword(s):  
New Faculty
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