The Essential College Professor: A Practical Guide to an Academic Career

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Selected type: Paperback. Added to Your Shopping Cart. This is a dummy description. The Essential College Professor is about the "how" and "why" of being a faculty member today. Based on the author's series of highly successful faculty development workshops, each chapter deals concisely with the most important information college professors need at their fingertips when confronted by a particular challenge or faced with an exciting opportunity.

Written both as a comprehensive guide to an academic career and as a ready reference to be consulted whenever needed, The Essential College Professor emphasizes proven solutions over untested theories and stresses what faculty members have to know now in order to be successful in their careers.

Each chapter is concluded by a short exercise that faculty members can perform to help them, for instance, completely revise a course by restructuring the syllabus and course materials, bring new life to a research project by reframing it as a book proposal or grant application, and so on.

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About the Author Jeffrey L. Buller is dean of the Harriet L. Table of contents The Author. Applying for a Faculty Position. Interviewing for a Faculty Position. What Kind of Professor Are You? Career Planning for College Professors. The Tenure and Promotion Process.

Special Challenges for Junior Faculty. Special Challenges for Mid-Career Faculty.

Professor Etiquette: Your guide to communicating and interacting with professors

Special Challenges for Senior Faculty. Taking the Next Step in Your Career. Assessing Student Learning. Writing an Effective Course Syllabus. Developing Creative Course Materials. Teaching Small Classes. Teaching Large Classes. Teaching One-on-One. Re-evaluating the idea of the university will mean approaching it not as a closed system in which professors teach and conduct research, but as an open, organic network that includes a vast system of constituents and stakeholders.

It is rapidly becoming accepted that there are alternative models for describing how students learn. It should be equally clear that alternative models also exist for describing how universities and university systems produce benefits for society. In what is perhaps the most comprehensive approach to promoting research while advancing instruction to date, Jenkins, Healey, and Zetter describe six effective strategies that deans can adopt in order to make timely progress in attaining this goal.

Assessment data, student surveys, organizational audits, and comprehensive program reviews can all provide helpful information in this regard. For instance, incorporate assessment of research knowledge into curricular assessment, encourage research clusters to become teaching teams, and give research wide visibility to students at all levels of the institution. They are particularly beneficial for students in terms of academic and personal growth, career development, and a wide range of desired learning outcomes Kelly, The type of learning tends to be very intense, not simply students walking into a lecture hall and hearing a lecture but students being required to learn on multiple levels.

Learning at the postsecondary level includes not only the knowledge and skills that students gain from their formal course work but also the discoveries they make through their independent research. In other words, the revolution begun by Robert Barr and John Tagg has changed the way we look at what students do at a college or university, so why do we still insist on looking at teaching, research, and service as separate activities, rather than evaluating the learning that results from all three?

Escalating demands for change and accountability reflect growing dissatisfaction with the way university graduates are prepared for the challenges and continuing development that will characterize their lives and their professional careers. There are vigorous calls for innovation in curriculum, learning methods and education program delivery and this should be the concern of deans if they have to excel as academic leaders. African universities must align more closely with labour market needs to ensure graduates have the skills and knowledge demanded by employers.

Higher education systems and institutions are under pressure to reform, to provide adequate skills and knowledge for the evolving labour markets. This is increasingly important in countries which are moving towards middle-income country status and aspiring to become knowledge economies, increasing the demand for higher skills. The problem is that the workplace is no longer a stable, hierarchical structure.

So the most important skill in the 21st century is adaptability. The current scenario is that universities are not accustomed to taking responsibility for employability. That stance is rapidly changing and universities must get ahead of the curve, deans must elevate employability to an issue for students to consider in their first year of study. Empowering and preparing citizens for a greater role in development and innovation should remain the main purpose of faculties. Deans must enter into collaboration with industry, the private sector and the civil society to improve labour market links in enhancing training programs.

Universities need to use technology effectively and communication innovations to improve access to knowledge. African universities have not adequately prioritized innovation and creativity as an important learning outcome. Institutions as well as government agencies have failed to sustain and nurture innovation in our colleges and universities.

Results of scholarly research on teaching and learning are rarely translated into practice, especially for those working at the grassroots level in fields such as teacher preparation and math and science education. If universities were re-structured according to interdisciplinary emphases and topics, we would foster innovation more efficiently: At a time when innovation occurs increasingly at the intersection of multiple disciplines including business and social sciences , curricula and research funding remain largely contained in individual departments.

Innovation may be observed when faculty members discover and apply new knowledge, develop or perform creative works, and engage in entrepreneurial activities either in their discipline or in service to the institution. In addition, innovation may be regarded as including educational improvements that lead to enhanced student learning, original ways of serving their community or profession, and programmatic advances that make a college or university more distinctive.

Universities will not survive the next 10 to 15 years unless they radically overhaul their current business models. The report identifies the main drivers of change it says will inevitably bring about a transformation of higher education. These are:.

The Essential College Professor : A Practical Guide to an Academic Career -

While they are not exactly businesses, they will have to run like businesses. They need to be lean and mean. Making choices like these will enable the academic unit to focus its always scarce resources in recruitment and deployment of faculty, in the development of learning processes, in the application of technology, and in building alliances both with external constituencies and within its university Diamond, Sawahel says that while quality assurance is developing rapidly in African higher education, it is still at a formative stage in many countries, and only 19 out of 55 states have a national quality agency, according to a report just published by the European University Association.

As the challenges of this century begin to bite, many in higher education view themselves as under siege. The quality of teaching in higher education institutions is key to unlocking the full potential of students and creating a healthy economy and society. High caliber teachers, and the institutions and systems that support them, clearly impact on these challenges. Its starting point is that higher education is ever more crucial in creating and sharing the high-end knowledge and skills Africa needs.

Higher education is also a major driver of social progress as it trains graduates to respond creatively to challenges. At the same time, competition between universities increases as the quality of higher education improves around the globe. The knowledge economy means that the nature of jobs will change dramatically and that graduates will need constantly to update their knowledge and acquire new skills.

Universities are experiencing growing expectations and increased accountability for the outcomes they produce, i.

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There are substantial risks for the university that finds its measures of success being dictated solely by the pressure to satisfy these external demands for outcomes measurement Diamond, First, there is the risk that the success measures may be driven by fickle, changing sets of priorities from ever changing sets of stakeholders, and thereby become unfocused, unconnected, and possibly even inconsistent, with the specific mission of the university.

Given the complexity of the academic enterprise, and the diversity of its customers and stakeholders, multiple sets of measures are required. The current challenges require deans to do things differently, shedding smaller and inefficient activities and concentrating on more strategic initiatives in their leadership through helping institutions to modernize their educational offerings and their ways of working, and specific Knowledge Alliances between higher education institutions and businesses, promoting innovations in designing new curricula and qualifications and fostering creativity and entrepreneurship.

In addressing the challenges of the 21 st century Deans will have to show willingness to challenge the system in order to turn ideas into actions and to get new products, processes, and services adopted. They should seek out challenging opportunities that test their skills and abilities and look for innovative ways to improve their organizations in readiness for the future. Deans must reclaim the intellectual edge if they want to demonstrate continued leadership in the learning domain and provide value for the students and the organizations they seek to serve. Abu-Tineh, A.

The Essential College Professor: A Practical Guide To An Academic Career

Journal of Leadership Education, 7. Bandura, A. Educational Psychologist, 28, Organizational Dynamics, 18, The strategies for Taking Charge. Quality Assurance in Education, 19, Brown Eds. Beyond Bureaucracy: Managing the University Year. London: Routledge Buller, J. Academic Leader, 27, 7.

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Buller, J. Chu, D. Bolton, MA: Anker. Cipriano, R. Faculty Collegiality as a Synergistic Agent. Academic Leadership: Turning Vision into Reality. London: The Ernst and Young Foundation. Drucker, P. People and Performance. New York: Routledge. Gallos, J. Journal of Leadership and Organizational Studies, 18, Gmelch, W. Research in Higher Education, 40, Educational Administration Quarterly, 42, Linking Teaching and Research in Disciplines and Departments. Heslington: Higher Educational Academy.

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    The Essential College Professor: A Practical Guide To An Academic Career

    Osborn, A. Ross, J. School Effectiveness and School Improvement, 17, The Special Challenges of Academic Leadership. Management Decision, 41, Sharma, Y. Vassiliou, A. Waters, M.