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1.
This paper is a comparison of levels of occupational stress among African American and white college and university faculty members in U.S. institutions. Using survey data collected from a national sample of faculty, an analysis of reported occupational stress levels was undertaken to determine if issues raised in previous research regarding extra-academic assignments given to African American faculty limits their access to the more traditional faculty roles, creating pressure to perform in ways not expected of white faculty. To test these assertions, scales measuring stress from teaching, research, and service activities were constructed for African American and white faculty from a larger faculty stress index. Results of the analysis indicate that African American faculty report generally higher levels of occupational stress than their white counterparts, especially in the areas of research and service activities.  相似文献   

2.
Peer Coaching: Professional Development for Experienced Faculty   总被引：1，自引：0，他引：1  
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors’ experience.
Therese HustonEmail:
Therese A. Huston   is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver   is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning.  相似文献   

3.
Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research.  相似文献   

4.
This research analyzed faculty evaluations of college presidents' role performance with the intent of identifying underlying dimensions and to ask further which dimensions predicted faculty satisfaction with presidents. Data were gathered from 896 faculty members from two technical colleges, three community colleges, two private universities and three public universities in a Western state. The factor analysis revealed three relatively independent dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. The personal-public image was the most important dimension and predicted faculty satisfaction across the four types of institutions of higher learning. Faculty-student interaction with the president, while not as important a dimension of the presidential role, predicted faculty satisfaction in three institutional types, but not in public universities. The absence of autocratic leadership style predicted satisfaction in community and technical colleges.  相似文献   

5.
Linkages between faculty/administrator perceptions of student outcomes and selected institutional characteristics were examined using data drawn from a survey of 320 four-year institutions and the HEGIS database. A particular focus of the study was to investigate the contribution of institutional culture variables on perceptions of effectiveness, independent of more traditional institutional characteristics such as size, type, selectivity, and control. Independent effects were established for perceptions of student satisfaction and student personal development, but were not demonstrated for student academic development or student career development. The study also confirmed relationships between institutional culture and faculty/administrator perceptions of a number of educational process variables generally held to be linked to student outcomes, for example, the frequency of student/faculty contact and the degree to which information and feedback are valued in decision making. Results suggest that institutional culture may be a powerful determinant of perceived effectiveness regardless of its structural setting.  相似文献   

6.
We describe the development, implementation, and assessment of a faculty study group program designed to foster teaching as a reflective, collaborative activity within a research university. Conceived within conceptual frameworks that challenge technical/rationalist approaches to faculty development, the program was successful in creating opportunities for faculty of different disciplines, age groups, ranks, and teaching experience to establish productive discourse communities around their own teaching. Our experience shows that such programs require careful thought and planning, which we detail here, and that faculty even in research oriented institutions can be captured by the good problem that teaching represents.  相似文献   

7.
Mentoring remains a beneficial resource for faculty career advancement. Yet, women faculty across African, Latinx, Asian, and Native American Diasporas often report their career advancement needs are unfulfilled by mentors. As a result, a gap exists between mentoring theory and practical application in higher education. Some scholars identified one factor contributing to this gap is Caucasian mentors not addressing faculty gendered and ethnic intersectional identity and the implications of that identity in the professoriate. Also, mentoring literature discussions omit the importance of facilitating learning, particularly when exploring the needs of women faculty across ethnic groups. I explored the gap between the proposed functions of mentoring and the challenges of cross-cultural mentoring and learning as a component of mentoring. The aim is to bridge the gap between theory and practice by providing readers with key mentor behaviors identified in qualitative and quantitative research that facilitate learning.  相似文献   

8.
This article focuses on the extent to which styles of research could account for academic ideologies, concerning both faculty and student affairs, among academic researchers in sociology, psychology, political science, and education. The hypothesis maintains that researchers in all four fields who favor styles of research which compete successfully are likely to take a conservative attitude toward student and faculty affairs. In contrast, researchers who favor styles of research which compete less successfully are likely to take an attitude favoring changes. The results confirm the hypothesis mainly among faculty in psychology and very little among faculty in other fields. The data are based on a secondary analysis of data collected by Ladd and Lipset in their 1975 Survey of the American Professoriate.  相似文献   

9.
History provides us with many heroes after whom we can model our actions. The professoriate has its own historical figures who may be called heroic professors. This article proposes Socrates as an archetype of the heroic professor. An analysis of the career, character, and teaching methods of Socrates is used to identify essential qualities which define the professoriate. Further, the example of Socrates can inform and inspire our teaching today.  相似文献   

10.
This study compares the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. Results show that a large majority of faculty continue to perform professional roles and that strength of ties to colleagues and professional organizations outside the institution are correlated with professional activity at all types of institutions. Major differences among institutions are: (1) liberal arts college and research university faculty show consistency between pre- and postretirement professional activity levels, whereas comprehensive university faculty do not; (2) university faculty show higher levels of participation in a number of professional activities than do liberal arts college faculty; (3) rated importance of research or other creative work is related to professional activity for comprehensive university faculty and rated importance of consulting and university service are related to professional activity for research university faculty.  相似文献   

11.
Culture and identity in higher education research   总被引：1，自引：0，他引：1  
The aim of this article is to develop a cultural approach in higher education studies. It will be argued that the cultural approach is rooted mainly in two different intellectual starting points to analyze academic communities as cultural entities: studies of disciplinary cultures and institutional cultures. Notions of disciplines as cultural entities have been developed in Europe in relation to the two cultures topic and to issues developed in the sociology of knowledge. The institutional studies tradition is, in turn, rooted in the American intellectual tradition, where cultural concerns emerge from institutional level phenomena whether they concern students, faculty or higher education institutions. The article discusses the pros and cons of these traditions in order to find new avenues for future research. It will be argued that academic identity provides a seminal perspective for cultural studies in higher education.  相似文献   

12.
This research links two important higher education phenomena: potential brain drain among academics abroad and the U.S. academic labor market. The inquiry draws on the brain drain literature and is grounded primarily on a secondary analysis of a major survey (1989) of British university and polytechnic faculty members. The anlaysis shows that fully 40.0 percent of university faculty are seriously considering a move abroad with the substantial majority favoring the United States as a destination. Faculty characteristics—including academic field, research versus teaching orientation, rank, age, gender, and political identification—are correlated with faculty members' professed interest in emigration. The analysis also compares (former) polytechnic to university faculty as well as to a subset of Oxford and Cambridge faculty.  相似文献   

13.
We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

14.
Scholarly work on organizational change within colleges and universities is relatively unknown among campus administrators and policy makers. To counter that low visibility, this essay reviews existing theories and research evidence on the topic. The goal is to provide some general guidelines for those who seek to refine purposes, develop programs, and improve effectiveness and efficiency on their campuses.James C. Hearn is Professor of Higher Education at the Institute of Higher Education at the University of Georgia. He has his A.B. from Duke University and M.A. in Sociology and Ph.D. in the Sociology of Education from Stanford University. A former policy analyst and college administrator, his teaching and research focus on postsecondary organization and policy. Currently he is examining connections between institutional governance and the changing demography of university faculty.An earlier version of this article was first presented at the conference on Justice, Participation, and Sustainability in Higher Education, University of LaVerne, LaVerne, CA, September 17, 1994.  相似文献   

15.
Severe underrepresentation of African-Americansamong postsecondary faculty is often linked toeducational pipeline supply problems,while institutional variations in demandfor black faculty labor and barriers to theirrecruitment and retention receive less empiricalattention. Using a nationally representative sample ofcollege faculty from a wide array of institutions andscience disciplines, this study investigates linksbetween internal organizational conditions and blackfaculty representation. Hypotheses derive from competingexplanations of the role of race in academicorganizations: institutionalized discrimination to protectdominant group privileges; statistical discriminationbased on expectations of racial group differences inacademic preparation; labor supply and politicalconstraints on black faculty recruitment. A multivariateanalysis examines organizational conditions that promoteor curb these dynamics and their relationship to blackappointments at different tenure levels. Results indicate that although the discipline-specificblack doctoral labor supply is a powerful constraint onthe representation of black faculty, selectiveorganizational contexts are substantial influences as well. Although we find little evidence thatinsulation from competition or segmented faculty labormarkets influence the racial composition of faculties,black faculty are more often found whereinstitutionalized discrimination may be checked by greaterformalization and black constituencies on campus.Consistent with statistical discrimination, blackfaculty are poorly represented at research-orientedinstitutions, even controlling for the scholarly reputationof doctoral credentials.  相似文献   

16.
It has been argued that one of the most pressing concerns for higher education during the next two decades is going to be the shortage of faculty. Unfortunately, there are also projections that institutions will continue to experience significant budget reductions. Current fiscal realities and projections of increasing faculty shortages suggest that in the short run market forces will be the predominant determinant of salary adjustments for many institutions. However, responding purely to market forces in an academic setting challenges fundamental values about equity and the merit of a given professor's work. This paper discusses how one major public university used faculty input in its process of distributing salary dollars specifically designated as market adjustment monies. Findings from an analysis of data on faculty perceptions about the process and its outcomes indicated that, net of receiving an adjustment, the more opportunity faculty members have had to be involved in the salary adjustment process, the greater their level of satisfaction with its outcomes.  相似文献   

17.
This is a study of an ongoing collaborative project in which science education faculty and upper elementary school teachers investigate the potential of a project-based, technologyrich, environmentally oriented approach to science education in an urban school serving a racially diverse population. Major conclusions based on the experience of participants in this study include: (1) teachers describe their instructional roles in terms highly consistent with student-centered, project-based, experiential learning; (2) teachers believe that what makes science real for students is the feeling that they are working on a truly current problem that is also being investigated by others outside their classroom. This is achieved by KidsNet, a microcomputer- and telecommunications-mediated curriculum, in a way that would not be possible without this technology; (3) teachers describe the actual and possible role of computer technology in terms which, while insightful and generally positive, are not clearly related to its flexible use in project-based learning; and (4) while teachers recognize meaningful connections between off-line science activities and the use of computer and telecommunications technologies, their students often do not.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 16, 1993, Atlanta, Georgia.This work was partially supported by a Higher Education Grant from the Dwight D. Eisenhower Mathematics and Science Education Improvement Program.  相似文献   

18.
Faculty and administrators responded to 32 activity statements related to scholarship on a frequency basis and on the characteristicness of the role. Approximately 1,000 faculty members in 24 colleges and universities and 55 administrators from 5 of the schools participated. Factor analysis revealed 6 dimensions of scholarship — professional activity, research (publishing), teaching, service, artistic endeavor, and engagement with the novel, the last being a new conception, one valued highly by both faculty and administrators in all types of colleges and universities. Significant differences appeared with respect to faculty and administrative views on the importance of research in regional universities.  相似文献   

19.
Paul, a first-grader reading a book about fish, pronounced the wordone asfish. Rachel, his partner, shook her head from side to side and drew the number 1 with her fingertip on the desk. Then she said, First number. Paul knew it wasone and corrected himself. Later, when he was stuck on the word again, Rachel prompted, First number. Paul corrected himself and mastered the wordone.Cathleen Soundy is Assistant Professor, Early Childhood/Elementary Education, Temple University, College of Education, Philadelphia, PA.  相似文献   

20.
Mary came in from the playground to tell her teacher she hated recess. I perked up my ears to see why a kindergartener might feel this way. There's nothing to play with, she complained.Peggie A. Jelks is Associate Professor of Teacher Education at Northeast Louisiana University in Monroe. Lenell V. Dukes is Assistant Professor of Education at Mount Saint Mary's College in Emmitsburg, MD.  相似文献   

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