Faculty in new jobs : a guide to settling in, becoming established, and building institutional support
著者
書誌事項
Faculty in new jobs : a guide to settling in, becoming established, and building institutional support
(The Jossey-Bass higher and adult education series)
Jossey-Bass, c1999
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Each year, hundreds of academics begin new faculty appointments. Some are just launching new careers, while others are advancing to new campuses. As faculty members and their institutions struggle to ease the passage to a new environment, they are faced with critical questions. What are the challenges of the transition process? And how does that process differ for first-time faculty and seasoned faculty?
Drawing on a study conducted by researchers at the National Center on Postsecondary Teaching, Learning, and Assessment, Faculty in New Jobs shows how faculty and institutions can work together to ease the transition to a new job and facilitate the process of mastering academic work. Robert Menges and his associates offer practical, real-world advice covering all phases of the faculty career--from the difficult early process of settling in, to becoming socially and academically established, to ultimately building the institutional supports necessary for a successful career.
The authors provide newcomers with valuable strategies for adapting to campus culture, building professional relationships, establishing a teaching style, and successfully juggling the diverse responsibilities of the faculty role. They also explain what institutions can do to select, support, and evaluate faculty more effectively. They describe the institutional climate that supports effective faculty transitions into and out of academia. They discuss what administrators can do to help faculty better understand and participate in the institutional culture, while also challenging and changing it in positive ways.
目次
1. Becoming a Newcomer, Sarah M. Dinham
Part I: Settling In
2. Dilemmas of Newly Hired Faculty, Robert J. Menges
3. New Faculty Talk about Stress, Sarah M. Dinham
4. Experiences of Women, Experiences of Men, Lois Calian Trautvetter
5. Perspectives on Faculty of Color, Mia Alexander-Snow, Barbara J. Johnson
6. Mentoring and Collegiality, Rita K. Bode
Part II: Getting Established
7. Learning What Students Understand, Lisa Firing Lenze, Sarah M. Dinham
8. Seeking and Using Feedback, Robert J. Menges
9. Feeling in Control, Raymond P. Perry, Verena H. Menec, C. Ward Struthers
10. Faculty Well-Being and Vitality, Charles J. Walker, Natalie M. Hale
Part III: Building Institutional Supports
11. How Disciplinary Consensus Affects Faculty, John M. Braxton, Joseph B. Berger
12. Establishing a Teaching Development Culture, Jennifer Woods Quinn
13. Learning from Leavers, Shoshanah Bechhofer, Brian T. Barnhart
14. Accountability for Faculty Welfare, Lisa Firing Lenze
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