Post tenure faculty development : building a system of faculty improvement and appreciation
Call Number: Available online from ERIC or microfiche available from FSU Gov Docs Microfiche ED 1.310/2:440603
Publication Date: ERIC-HE digest series, EDO-HE-2000-2. Washington, DC : ERIC Clearinghouse on Higher Education, Insti
This digest suggests post-tenure faculty development programs as a way to address pressures on the tenure system and calls for the elimination of tenure in higher education. The paper notes that tenure policies are being impacted by internal factors such as the uncapping of the mandatory retirement age and the aging of faculty, as well as by external forces such as increased use of information technology, globalization of the curriculum, a more diverse student population, and negative public perceptions about the tenure system. The paper examines current practices of faculty development, takes note of post-tenure faculty development programs currently used by several institutions, and suggests several strategies for building improved post-tenure faculty development programs. (CH)
Faculty Collaboration: enhancing the quality of scholarship and teaching
Call Number: UMCP McK Stacks LB1778 .A93 1991
Publication Date: ASHE-ERIC higher education report. Washington, DC : School of Education and Human Development, Georg
Faculty collaboration has grown dramatically over the course of this century. Conventional stereotypes, which convey the image of professors conducting research in the isolation of a laboratory or teaching alone in front of a room of passive students, overlook important aspects of modern academic life. Many professors now do much of their work--teaching, conducting research, and writing--in partnership with colleagues. Faculty collaboration occurs in a variety of settings and takes different forms, depending on the nature of the collaborative team and the goals of its members. Essentially, faculty collaboration is a cooperative endeavor that involves common goals, coordinated effort, and outcomes or products for which the collaborators share responsibility and credit. Professors choose to work in concert with colleagues for numerous reasons. Many believe collaboration increases productivity, maintains motivation, and stimulates creativity and risk taking. It can maximize the use of limited resources and could enhance the quality of teaching and research. Sometimes complex problems accompany faculty collaboration, however, such as difficulty concerning evaluation and assigning credit for work produced in collaboration. Because of the increasing popularity of faculty collaboration and the complex questions it poses to higher education, the time is right for a comprehensive examination of this important topic.
Faculty at Work: motivation, expectation, satisfaction
Call Number: UMCP McK Stacks LB1778.2 .B53 1995
Publication Date: Baltimore : Johns Hopkins University Press, 1995.
With the ultimate goal of helping faculty and administrators make effective and positive decisions, Blackburn and Lawrence explain and predict faculty behavior in three key areas: research, teaching, and service and scholarship. They describe how individual and institutional characteristics interact in a way that can help faculty fulfill their academic missions - or can prevent them from doing so. After looking at how faculty spend their time (and why), the authors examine the crucial ways in which faculty and administrative views of the workplace differ - and how these differing views have serious implications for the work environment. In conclusion, the authors use what they have learned as a springboard for speculating on the future of faculty work. Appendixes reproduce the authors' extensive survey instruments and provide technical explanations of the analyses.
Advice for New Faculty Members: Nihil Nimus
Call Number: UMCP McK Stacks LB1778.2 .B63 2000
Publication Date: Boston : Allyn and Bacon, ©2000.
Nihil nimus is a guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working.--From publisher description
The Essential College Professor
Call Number: UMBC Online Library Resources
Publication Date: San Francisco, CA : Jossey-Bass, 2010.
The Essential College Professor explores college professors’ responsibilities in terms of teaching, scholarship, and service. Based on faculty development workshops, this guidebook provides short exercises and advice that may be immediately applied to daily responsibilities for quick results. This unique book is a comprehensive guide and a ready reference, filled with practical advice, proven solutions, and suggestions on handling real-life situations experienced by all college professors, regardless of their academic field.
How to Develop a Professional Portfolio
Call Number: SU Stacks LB2838 .H56 2004; Towson Stacks LB2838 .H56 2004
Publication Date: Boston, MA : Pearson : Allyn and Bacon, ©2004.
"The second edition of this versatile and practical book helps pre-service teachers create a teaching portfolio and use it effectively in their interviews and in their teaching careers." There is a growing emphasis on creating and maintaining professional teaching portfolio. This manual addresses this concern and provides guidelines and tips that can be followed by teachers at all stages of their careers. The professional portfolio allows teachers to play a more active role in demonstrating their competence and achievements." For any teacher or educator.
The Guide to Writing Portfolios
Publication Date: Boston : Allyn and Bacon, ©2001.
This brief and inexpensive book helps students compile effective portfolios for a variety of situations and courses. Shows students how to understand what type of portfolio is called for, recognize the material most appropriate for inclusion, and submit a portfolio that shows learning. This guide does not approach portfolios as the driving force of a course; rather, it teaches students who are asked to submit portfolios - with or without direct instructor supervision - how to construct successful portfolios. Anyone looking to compile a portfolio.
Recognizing Faculty Work
Call Number: UMCP McK Stacks LB2331.72 .R42 1993
Publication Date: New directions for higher education, no. 81. San Francisco, Calif. : Jossey-Bass, 1993.
Field Guide to Academic Leadership
Call Number: EBook; UMCP McK Stacks LB2341 .F43 2002
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2002.
Bob Diamond has cut to the heart of the matter and has given us a field guide -- actually a handbook -- of real, hands-on academic leadership. He has assembled an elite group of contributors who provide insights and guidance, which will be useful for all academic leaders -- new and old, public or private, CEO or assistant. This book brings together pertinent research findings with recommendations for effective practice across a wide array of topics. The authors include in their chapters a rich array of resources: annotated bibliographies, website URLs, and references. This book is a manual for achieving sustainable institutional improvements and adaptations in a changing world.
Preparing for Promotion, Tenure, and Annual Review: A Faculty Guide
Call Number: UB Stacks LB2335.7 .D53 2004
Publication Date: 2nd edition. Bolton, Mass. : Anker Pub., ©2004.
This guide to helping faculty prepare for professional review, whether an annual event or at a key moment in their career, will help make this often stressful and confusing experience less challenging and provide faculty a sense of mastery over the process. It shows faculty how to plan ahead by learning the rules, getting organized, developing a line of research, collecting baseline data, and fostering interpersonal relationships. It then gives practical advice and examples on documenting one’s work in all areas of teaching and scholarship. The second edition of this best-selling book features some new materials designed to help faculty prepare for a major professional review, including post-tenure reviews. New areas covered are how to Document teaching with technology, Manage changing guidelines and policies Use annual review materials as the foundation for a professional portfolio In addition to updating references and resources, the author has expanded sections on scholarship, teaching and advising, how to best document faculty role and impact as part of a team, and on assessing collegiality. Appropriate for faculty at large universities and small colleges, public or private institutions, and unionized campuses, this book enumerates important questions to be asked and the issues that should be considered as faculty approach the review process. Concrete resources, examples, references, and a faculty checklist make this a practical tool for any instructor facing a professional evaluation.
Serving on Promotion, Tenure, and Faculty Review Committees: A Faculty Guide
Call Number: SU Stacks LB2839 .D53 2002
Publication Date: 2nd edition. Bolton, Mass : Anker Pub. Co., ©2002.
This is a concise, easy-to-use guide for committee members involved in the review of faculty for tenure, post-tenure, promotion, or contract renewal. While the focus of these committees is somewhat different across institutions, the questions asked, the data collected, and the need for a high-quality, equitable process is consistent. Provosts, deans, department chairs, and other committee members have found this book an essential resource rich in valuable suggestions. This second edition expands and updates the discussion of the differences among the disciplines; interdisciplinary and collaborative work; special assignments; documenting scholarly, professional, and creative work; and the professional portfolio. While maintaining its practical, comprehensive approach, it also provides new information on Technology and the changing roles of faculty The importance of assessing faculty collegiality Documenting an instructional innovation or use of technology The narrative portions of the teaching portfolio Two new disciplinary statements Documenting effectiveness and impact as a member of a team Characteristic models for describing faculty scholarship The book is organized into two parts: Part I consists of some basic principles for committee members; important consideration of such issues as existing policies and statements relating to promotion and tenure and the priorities of the institution and academic unit; and documenting and assessing faculty work. Part II features disciplinary statements on the work of faculty; useful references and resources; and examples of how to document a range of nonresearch-related faculty’s scholarly and professional activities.
Transformative Conversations: a guide to mentoring communities among colleagues in higher education
Call Number: Multiple ebook copies available through USMAI Libraries.
Publication Date: Hoboken, N.J. : Wiley, 2013.
From the Inter-generational Mentoring Community project, which develops the next generation of academic leaders, comes formation mentoring, a process to enable faculty to recover, sustain, and further develop a sense of vocation, mission, and purpose. This book is a concise and practical guide to convening and sustaining these kinds of formation mentoring groups in higher education. It provides the necessary direction and structure to orient the process but is open-ended enough to apply across many settings and professional or educational disciplines.
Job Search in Academe: : how to get the position you deserve
Call Number: UB Stacks LB2331.72 .F67 2011
Publication Date: 2nd edition. Sterling, Va. : Stylus, ©2011.
Building on the success of the first, this new edition has been updated to cover the latest hiring trends, changing economic circumstances, and feedback from readers. The authors have expanded the book to deal with issues faced by minority candidates, and have added contributions from scientists to cover such issues as negotiating faculty contracts to ensure adequate lab space and resources. They give more emphasis to applying for non-academic jobs and offer case study scenarios of candidates who have followed both academic and non academic paths. The authors urge readers to go develop a philosophy statement for research and service, as well as for teaching. They explain what "s involved in applying for joint positions, offer advice on applying for administrative jobs outside the academy, and prepare the reader for first year academic and corporate performance reviews. They have updated the resources, references, examples and scenarios. This book covers the process for Master "s- and Ph.D.-level job-seekers of all disciplines: from identifying sources of information about positions, to advising on the preparation of effective CVs and portfolios, through guidance on the process of interview to final negotiation of terms.
Contact the Authors: Share your story! We hope to continue collecting timely narratives to keep Job Search useful, and we welcome your e-mails. Dawn can be reached at firstname.lastname@example.org and Cheryl at email@example.com. We also welcome the opportunity to offer job search workshops and individual coaching in person and online
A Guide to Faculty Development
Call Number: SG Lib Stacks LB2331.72 .G55 2010
Publication Date: 2nd edition.Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2010.
Provides an introduction and a guide to faculty development. Completely revised and updated to reflect new developments in field. New topics include working with adjuncts, diversity and multiculturalism, assessment, and the specific issues of each campus type, including community colleges, research universities, and small colleges.
A Guide to Staff and Educational Development
Call Number: UMCP McK Stacks LB1778 .G78 2003
Publication Date: London ; Sterling, VA : Kogan Page, 2003.
Written to meet the demand for additional support of staff development programmes, this handbook introduces the key issues surrounding this area.
Faculty in New Jobs
Call Number: UMCP McK Lib Stacks LB2331.72 .M46 1999
Publication Date: Jossey-Bass higher and adult education series. San Francisco, Calif. : Jossey-Bass, ©1999.
Topics include: dilemmas, stress, experiences of women, men, and persons of color, mentoring, feedback, and establishing perspectives on issues such as disciplinary consensus, vitality, and accountability.
Faculty Workload Studies: Perspectives, Needs, and Future Directions. ERIC Digest.
Call Number: Full text available online via ERIC or in microfiche, UMCP Gov Info. Microfiche ED 1.310/2:418654
Publication Date: ERIC digest (ERIC Clearinghouse on Higher Education), EDO-HE-98-1. Washington, DC : ERIC Clearinghou
This digest reviews the literature and discusses issues concerning college faculty workload. Trends in the United States which have created interest in faculty workload issues are identified including faltering state economies in the late 1980s and rising costs of higher education especially of personnel. Criticism of higher education by the business community and many legislators is also noted as contributing to interest in increasing faculty productivity. Reviews of studies on faculty workload suggest that faculty work long hours especially on teaching and teaching-related activities though time spent in the classroom is relatively small. A lack of studies examining productivity in faculty teaching and service is noted. Barriers which hamper finding solutions to the productivity problem are noted such as beliefs that teaching equates with lecturing and that faculty are responsible for all higher education's problems. The report urges a renewed focus on students' learning and alignment of institutional mission, the faculty reward structure, and public expectations. (DB)
Building Faculty Learning Communities
Call Number: UMCP McK Stacks LB2331.7 .B83 2004
Publication Date: 2004-05-21
Changing our colleges and universities into learning institutions has become increasingly important while also becoming more difficult. Faculty learning communities have proven to be effective for addressing institutional challenges, from preparing the faculty of the future and reinvigorating senior faculty, to implementing new courses, curricula, and campus initiatives on diversity and technology. The results of faculty learning community programs parallel for faculty members the results of student learning communities for students, such as retention, deeper learning, respect for other cultures, and greater civic participation. The chapters in this issue of New Directions for Teaching and Learning describe from a practitioner's perspective the history, development, implementation, and results of faculty learning communities across a wide range of institutions and purposes. Institutions are invited to use this volume to initiate faculty learning communities on their campuses.
The American Faculty: the restructuring of academic work and careers
Call Number: EBook available from UMCP. Hardcopy also UMCP McK Stacks LB2331.72 .S36 2006
Publication Date: UPCC book collections on Project MUSE. Baltimore : Johns Hopkins University Press, 2006.
Higher education is becoming destabilized in the face of extraordinarily rapid change. The composition of the academy's most valuable asset - the faculty - and the essential nature of faculty work are being transformed.
The Academic Portfolio
Call Number: UMCP McK Stacks LB1029.P67 S45 2009
Publication Date: Jossey-Bass higher and adult education series. San Francisco, CA : Jossey-Bass, ©2009.
This comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them.
The Teaching Portfolio
Call Number: UMCP McK Stacks LB2333 .S46 2010
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2010.
"Thoroughly revised and updated, this fourth edition of the classic hands-on resource offers a comprehensive review of all the facets developing teaching portfolios. This new edition will contain new perspectives and ideas; an expanded section on web-based electronic teaching portfolios ; a sample of colleges and universities that shows how they have implemented portfolios; real-world teaching portfolios of twenty-one faculty members and a report from a university provost on what he looks for in a portfolios submitted for promotion."
Call Number: UMCP McK Stacks LB2331 .L392 2004
Publication Date: Jossey-Bass higher and adult education series. San Francisco : Jossey-Bass, ©2004.
Learning Communities is a groundbreaking book that shows how learning communities can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick, acclaimed national leaders in the learning communities movement, this important book provides the historical, conceptual, and philosophical context for learning communities and clearly demonstrates that they can be a key element in institutional transformation.
Creating the Future of Faculty Development: learning from the past, understanding the present
Call Number: UB Stacks LB2331.7 .C74 2006
Publication Date: Bolton, Mass. : Anker Pub. Co., ©2006.
In recent years, new expectations of higher education from parents, employers, trustees, and government leaders have contributed to broad institutional changes. Recognizing that the quality of a university or college is closely related to that of its faculty members, many institutions have increased their efforts to support and enrich faculty work.
Peer Review of Teaching: A Sourcebook
Call Number: UMCP Mck Stacks LB2333 .C49 2007
Publication Date: Bolton, MA : Anker Pub. Co., ©2007.
The new edition of this bestselling book builds on the author's extensive administrative and consulting experience as well as scholarship on faculty rewards. It includes additional discussion of important foundational issues as well as practical forms and ideas gleaned from disciplinary groups and campuses throughout the nation. Like the first edition of Peer Review of Teaching, this new edition is offered in the hope that providing examples and suggestions will not reduce the important work of peer review to mere forms or rigid procedures, but will empower faculty to articulate criteria and standards, perform the reviews systematically and thoughtfully, and realize that engaging in peer review is an approachable and worthwhile professional task. Updated to reflect the emphasis on student learning as the ultimate goal of college teaching, it incorporates new ideas and references from the literature. The most notable change in this edition is a discussion of peer review within special contexts for teaching, such as clinics, studios, and practice settings. The turn to active engagement in learning has also led to increased use of problem-based learning, the case study method, and other approaches that traditional forms for peer review do not address. Similarly, the explosion of the use of instructional technology calls for an articulation of new approaches to evaluating web-based instruction.