Disciplining Academic Identities: Boundaries and Identity Work among Arts and Sciences Faculty

A large body of scholarship shows that even as interdisciplinarity gains recognition, the disciplines remain core aspects of the organization of modern academic life in the United States. We do not yet know, however, how faculty draw on disciplines and disciplinary boundaries in their academic identity work or how they construct their academic identities and convey those identities to others. We explore these questions through 100 in-depth interviews with faculty from 34 arts and sciences disciplines at a private, Research 1 university. We show how boundary battles over symbolic resources associated with disciplines contribute to faculty identity work. We identify four types of identity work arts and sciences faculty use: foregrounding disciplinarity, resisting disciplinary identities associated with administratively assigned departmental homes, emphasizing scientist identities, and pursuing question-oriented identities. Finally, we show how beliefs that disciplinary differences reflect underlying distinctions between “kinds of people” shore up the importance of disciplinary divisions, even in a university setting that provides material support for interdisciplinarity. We use these results to argue that even in institutional settings that provide support for interdisciplinarity, disciplinary boundaries may remain central by providing important symbolic resources.

Discussing the Undiscussed: What Ingredients are Missing in Faculty Udevelopment Programs?

Background: Faculty development programs are essential for the advancement of faculty competence and organizational vitality. This is a multidimensional, daunting task because it involves transforming early career faculty with newer professional competencies such as educators, researchers and leaders. To get accustomed to these newer roles and responsibilitiesin medical education, faculty development programs must be modified and upgraded over time.However, a number of quintessential themes required for contemporary medical education practices are not routinely being addressed, particularly in medical schools in developing countries. Methodology: This narrative review explores some practical complications in the existing faculty development programs and describes six areas to consider as the field of faculty development moves forward: incorporation of faculty identity, faculty vitality, barriers to faculty mentoring,breaking down silos, missing the grounds of evaluation, and importance of phronesis (that is,good character and good judgment). Conclusion: By exploring frequently encountered challenges in designing and implementing faculty development activities, this article asks medical educators to advance faculty development programs beyond formal activities and situate these in a wider context to aid collaboration between colleagues.

Cultivating Practice: Ensuring Continuity, Acknowledging Change

This article presents the results of ethnographic and survey research conducted as part of a project designed to identify barriers and affordances to the adoption of evidence-based instructional practices in higher education. It focuses particularly on the role that faculty identity plays in approaches to teaching. The mixed-methods approach used in this study facilitates an exploration of the relationship between faculty identity and instruction. This is a time of dynamic change in higher education as a whole and in the practice of anthropology. An applied approach provides guidance for anthropology departments seeking to meet the challenges of this dynamic moment. Results of this study have clear implications for anthropology degree programs and teaching goals, as well as the evolution of the field of practice in anthropology.

Logo Design Analysis Of Faculty Of Information Technology And Communication Semarang University Under The Logo Redesign And Corporate Identity Design Using Logotype Method

The Logo Analysis of Faculty of Information and Communication Technology (FTIK) of Semarang University in order to Redasain Logo and Corporate Identity Design using logotype method is an effort to stimulate faculty potential, by strengthening brand image that faculty is better known and can convince society as social partner in organizing education program quality. Redesign Logo and Corporate Design Semarang is a development research aimed at developing FTIK logo. This research uses Research and Development (R & D) method. From the entire process of R & D development, eight steps are taken as needed: Potential and Problems Data Collection, Product Design, Design Validation, Design Revision, Product Trial, Product Revision, Usage Trial, Mass Production. The process of redesigning the logo and faculty identity design refers to the vision and mission of the faculty until it can be implemented in the form of creative concepts, communication strategies, and application media. Changes in logo design and corporate identity design is expected to bring the brand image of USM FTIK become more powerful, dynamic, and representative so that its name is known by the public.