The department chair's role in developing new faculty into teachers and scholars
Author(s)
Bibliographic Information
The department chair's role in developing new faculty into teachers and scholars
Anker, c2000
- : pbk
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Note
Includes bibliographical references (p. 197-205) and index
Description and Table of Contents
Description
With the ranks of new incoming faculty likely to swell in coming years, hiring new tenure-track instructors and seeing them through to tenure is a department chair's responsibility that carries significant departmental and institutional consequences.
The Department Chair's Role in Developing New Faculty into Teachers and Scholars is designed to help chairs with the three critical stages of new faculty socialization: *Recruitment and Hiring, including organizing the search, negotiating the job offer, providing information, fielding professional/institutional questions, and planning an effective orientation*Developing Faculty in the First Year, including orienting new faculty to teaching, addressing service concerns, developing full-year orientation programs, and creating mentoring relationships*Evaluating New Faculty Performance by demystifying the promotion and tenure process, developing productive researchers and effective teachers, monitoring service obligations, and explaining evaluation procedures The authors offer concrete advice and activities; model real-life situations; and provide examples of letters, checklists, and orientations that can be adapted to individual contexts. This book provides the tools chairs need to adapt habit and intuition into effective management practices.
The authors' advice will help new faculty succeed in their goals of teaching, research, and service and their new institutions, while ensuring department chairs achieve the mission and objective of their own units and the campus and college as a whole.
Table of Contents
About the Authors. Foreword. Preface. Part I: Making the Recruitment and Selection of New Faculty. 1. Organizing the search for a new faculty member. 2. Negotiating the job offer. 3. Providing information before and upon arrival. Part II: Developing New Faculty in the First Year. 4. Addressing professional/institutional questions. 5. Planning an effective departmental orientation. 6. Orienting new faculty to teaching. 7. Addressing service concerns. 8. Developing full-year orientation programs. Part III: Developing Faculty Beyond the First Year. 9. Creating mentoring relationships. 10. Demystifying the promotion and tenure process. 11. Developing productive researchers and effective teachers. 12. Monitoring service obligations. 13. Explaining evaluation procedures. Bibliography. Index.
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