The Academic's Handbook
A. Leigh DeNeef and Craufurd D. Goodwin, eds. Duke University Press, 2006 Library of Congress LB1778.2.A24 2007 | Dewey Decimal 378.12
This new, revised, and expanded edition of the popular Academic’s Handbook is an essential guide for those planning or beginning an academic career.
Faculty members, administrators, and professionals with experience at all levels of higher education offer candid, practical advice to help beginning academics understand matters including: — The different kinds of institutions of higher learning and expectations of faculty at each. — The advantages and disadvantages of teaching at four-year colleges instead of research universities. — The ins and outs of the job market. — Alternatives to tenure-track, research-oriented positions. — Salary and benefits. — The tenure system. — Pedagogy in both large lecture courses and small, discussion-based seminars. — The difficulties facing women and minorities within academia. — Corporations, foundations, and the federal government as potential sources of research funds. — The challenges of faculty mentoring. — The impact of technology on contemporary teaching and learning. — Different types of publishers and the publishing process at university presses. — The modern research library. — The structure of university governance. — The role of departments within the university.
With the inclusion of eight new chapters, this edition of The Academic’s Handbook is designed to ease the transition from graduate school to a well-rounded and rewarding career.
Contributors. Judith K. Argon, Louis J. Budd, Ronald R. Butters, Norman L. Christensen, Joel Colton, Paul L. Conway, John G. Cross, Fred E. Crossland, Cathy N. Davidson, A. Leigh DeNeef, Beth A. Eastlick, Matthew W. Finkin, Jerry G. Gaff, Edie N. Goldenberg, Craufurd D. Goodwin, Stanley M. Hauerwas, Deborah L. Jakubs, L. Gregory Jones, Nellie Y. McKay, Patrick M. Murphy, Elizabeth Studley Nathans, A. Kenneth Pye, Zachary B. Robbins, Anne Firor Scott, Sudhir Shetty, Samuel Schuman, Philip Stewart, Boyd R. Strain, Emily Toth, P. Aarne Vesilind, Judith S. White, Henry M. Wilbur, Ken Wissoker
In recent years, the academy has undergone significant changes: a more competitive and volatile job market has led to widespread precarity, teaching and service loads have become more burdensome, and higher education is becoming increasingly corporatized. In this revised and expanded edition of The Academic's Handbook, over fifty contributors from a wide range of disciplines and backgrounds offer practical advice for academics at every career stage, whether they are first entering the job market or negotiating post-tenure challenges of accepting leadership and administrative roles. Contributors affirm what is exciting and fulfilling about academic work while advising readers how to set and protect boundaries around their energy and labor. In addition, they tackle topics such as debates around technology, social media, and free speech on campus; successful publishing and grant-writing; attending to the many kinds of diversity among students, staff, and faculty; and how to balance work and personal responsibilities. A passionate and compassionate volume, The Academic's Handbook is an essential guide to navigating life in the academy.
Contributors. Luis Alvarez, Steven Alvarez, Eladio Bobadilla, Genevieve Carpio, Marcia Chatelain, Ernesto Chávez, Miroslava Chávez-García, Nathan D. B. Connolly, Jeremy V. Cruz, Cathy N. Davidson, Sarah Deutsch, Brenda Elsey, Sylvanna M. Falcón, Michelle Falkoff, Kelly Fayard, Matthew W. Finkin, Lori A. Flores, Kathryn J. Fox, Frederico Freitas, Neil Garg, Nanibaa’ A. Garrison, Joy Gaston Gayles, Tiffany Jasmin González, Cynthia R. Greenlee, Romeo Guzmán, Lauren Hall-Lew, David Hansen, Heidi Harley, Laura M. Harrison, Sonia Hernández, Sharon P. Holland, Elizabeth Q. Hutchison, Deborah Jakubs, Bridget Turner Kelly, Karen Kelsky, Stephen Kuusisto, Magdalena Ma?czyn?ska, Sheila McManus, Cary Nelson, Jocelyn H. Olcott, Rosanna Olsen, Natalia Mehlman Petrzela, Charles Piot, Bryan Pitts, Sarah Portnoy, Laura Portwood-Stacer, Yuridia Ramirez, Meghan K. Roberts, John Elder Robison, David Schultz, Lynn Stephen, James E. Sutton, Antar A. Tichavakunda, Keri Watson, Ken Wissoker, Karin Wulf
One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.
Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.
“With openhearted generosity, Kristin shares not only the story of her amazing journey but complete lesson plans and valuable tips on inter-cultural work. She deepens our understanding of the culture and legends of Belize all the while imparting courage and a can-do philosophy that could truly change the world. Read and be inspired!”
—Diane Edgecomb, author of A Fire in My Heart: Kurdish Tales
Institutions, faculty, and students benefit when women academics advance in their careers, yet research shows that women academics are more likely to stall at the associate professor stage of their careers than men. Charting Your Path to Full is a data- and literature-informed resource aimed at helping women in the professoriate excel in their careers, regardless of discipline and institution type. Vicki L. Baker draws on human resources, organizational studies, and positive organizational psychology to help women first focus on their joy as the primary driver of career and personal pursuits, and provides action steps, “To Do” lists, and additional tools and resources to lay out a clear step-by-step approach to help women academics reach their goals. Baker’s wealth of consulting and research insights provides a compelling and accessible approach to supporting women as they re-envision their careers.
Building on recent work in rhetoric and composition that takes an historical materialist approach, Dangerous Writing outlines a political economic theory of composition. The book connects pedagogical practices in writing classes to their broader political economic contexts, and argues that the analytical power of students’ writing is prevented from reaching its potential by pressures within the academy and without, that tend to wed higher education with the aims and logics of “fast-capitalism.”
Since the 1980s and the “social turn” in composition studies and other disciplines, scholars in this field have conceived writing in college as explicitly embedded in socio-rhetorical situations beyond the classroom. From this conviction develops a commitment to teach writing with an emphasis on analyzing the social and political dimensions of rhetoric.
Ironically, though a leftist himself, Tony Scott’s analysis finds the academic left complicit with the forces in American culture that tend, in his view, to compromise education. By focusing on the structures of labor and of institutions that enforce those structures, Scott finds teachers and administrators are too easily swept along with the inertia of a hyper-commodified society in which students---especially working class students---are often positioned as commodities, themselves. Dangerous Writing, then, is a critique of the field as much as it is a critique of capitalism. Ultimately, Scott’s eye is on the institution and its structures, and it is these that he finds most in need of transformation.
Developing Faculty Members in Liberal Arts Colleges analyzes the career stage challenges these faculty members must overcome, such as a lack of preparation for teaching, limited access to resources and mentors, and changing expectations for excellence in teaching, research, and service to become academic leaders in their discipline and at these distinctive institutions.
Drawing on research conducted at the thirteen institutions of the Great Lakes Colleges Association, Vicki L. Baker, Laura Gail Lunsford, and Meghan J. Pifer propose a compelling Alignment Framework for Faculty Development in Liberal Arts Colleges to show how these colleges succeed—or sometimes fail—in providing their faculties with the right support to be successful.
To improve the U.S. education system through more-effective classroom teaching, in school year 2009–2010, the Bill and Melinda Gates Foundation announced its Intensive Partnerships for Effective Teaching. Researchers from the RAND Corporation and the American Institutes for Research evaluated implementation of key reform elements of the program in three public school districts and four charter management organizations.
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
Everyone faces crossroads. While not everyone meets at the same crossroads, we all juggle multiple identities. It is these roles--sometimes conflicting and other times fitting together seamlessly--that Linda Watkins-Goffman explores in A Life Teaching Languages: A Memoir from Mississippi to the Bronx.
In this memoir of an educator, Watkins-Goffman offers insights she has gained from her years of traveling, teaching, and writing and shares how her experiences have shaped her teaching philosophy. According to Watkins-Goffman, teachers must communicate authentically to teach effectively and, to accomplish this, they must connect their own experiences in some way with those of their students. The stories she tells are sure to resonate with pre-service and practicing teachers alike. Her reflections about her own experiences will be useful to readers who plan to become ESL educators, or those who simply seek inspiration about teaching.
This guide covers how to reach tenure through service, research, and teaching while empowering your graduate students and maintaining balance between your career and personal life. Sundar A. Christopher uses his own experience and hypothetical situations to illustrate best practices in goal setting, developing leadership amid institutional politics, and ways to benefit those you mentor. With a strong focus on research and tenure application and an inclusive point of view, this guide will be a key companion in many a professors’ development.
Persist and Publish provides a clear, concise understanding of the requirements for successful academic writing. Not aimed at any particular field, this book will be useful to faculty writing and publishing in all academic areas. The authors demystify the teaching-research-service paradigm and discuss the relationships among professional academic activities, the essential skills needed to write, research on how much time professionals spend on writing, the niceties of academic collaboration, and other pertinent topics.
The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.
Contributors: Marcia Allen Owens, Sarah Amira de la Garza, Sahar Aziz, Jacquelyn Bridgeman, Jamiella Brooks, Lolita Buckner Inniss, Kim Case, Donna Castaneda, Julia Chang, Meredith Clark, Meera Deo, Penelope Espinoza, Yvette Flores, Lynn Fujiwara, Jennifer Gomez, Angela Harris, Dorothy Hines, Rachelle Joplin, Jessica Lavariega Monforti, Cynthia Lee, Yessenia Manzo, Melissa Michelson, Susie E. Nam, Yolanda Flores Niemann, Jodi O’Brien, Amelia Ortega, Laura Padilla, Grace Park, Stacey Patton, Desdamona Rios, Melissa Michal Slocum, Nellie Tran, Rachel Tudor, Pamela Tywman Hoff, Adrien Wing, Jemimah Li Young
This book is a guide to thinking about and planning for tenure, promotion, and academic career-planning. It is a synthesis of research, interviews and consultations, as well as personal experiences about surviving and prospering in academia. David Perlmutter tries to reveal as critically and as candidly as possible the "behind closed doors" and "people-incited" events, issues, processes, and relations that affect victory or failure in academia.
How can we identify the young men and women who, as social and behavioral scientists of tomorrow, will do the needed research to resolve our burgeoning social problems? How can the most promising be attracted to an investigatory career? How can they become identified with the behaviors, attitudes and values that persons in science share? A provocative body of literature about the psychology of the scientist and his career emerged in the post-Sputnik era. Drs. Eiduson and Beckman bring together more than seventy of the most significant and representative studies. These range over childhood and family influences, academic experiences, motivations, interests, and intellectual and personality strengths that have been examined as precursors for choosing science as adult work. The psychological mechanisms involved in socializing a young person toward a scientific career are suggested in readings from the outstanding theoreticians in the field. Selections on scientific career lines, decisions and options at various stages of work, and factors influencing goals and career development contribute to the understanding of the psychological life of the highly endowed and well-functioning professional adult. Through showing the certain completeness of effort of what has been learned about the psychology of scientists to date, the authors anticipate a resurgence of interest in the creative individual, a renewed enthusiasm for application, and a refocusing of research on the issues unique to the social and behavioral research scientist.
Your graduate work was on bacterial evolution, but now you’re lecturing to 200 freshmen on primate social life. In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. Original, useful, and hopeful, this book reminds you that teaching what you don’t know, to students whom you may not understand, is not just a job. It’s an adventure.
Teacher attrition has long been a significant challenge within the field of education. It is a commonly-cited statistic that almost fifty percent of beginning teachers leave the field within their first five years, to the detriment of schools, students, and their own career development. There Has to be a Better Way offers an essential voice in understanding the dynamics of teacher attrition from the perspective of the teachers themselves. Drawing upon in-depth qualitative research with former teachers from urban schools in multiple regions of the United States, Lynnette Mawhinney and Carol R. Rinke identify several themes that uncover the rarely-spoken reasons why teachers so often willingly leave the classroom. The authors go further to provide concrete recommendations for how school administrators can better support their practicing teachers, as well as how teacher educators might enhance preparation for the next generation of educators. Complete with suggested readings and discussion questions, this book serves as an indispensable resource in understanding and building an effective and productive educational workforce for our nation’s students.
Using Servant Leadership provides an instructive guide for how faculty members can engage in servant leadership with administrators, students, and community members. By utilizing a wide range of research and through a series of case studies, Angelo J. Letizia demonstrates how, with a bit of creative thinking, the ideals of servant leadership can work even in the fractious, cash-strapped world of contemporary higher education. Furthermore, he considers how these concepts can be implemented in pedagogy, research, strategic planning, accountability, and assessment. This book points the way to a more humane university, one that truly serves the public good.
Working with Faculty Writers
Anne Ellen Geller and Michele Eodice Utah State University Press, 2013 Library of Congress P301.5.A27W67 2013 | Dewey Decimal 808.04720711
The imperative to write and to publish is a relatively new development in the history of academia, yet it is now a significant factor in the culture of higher education. Working with Faculty Writers takes a broad view of faculty writing support, advocating its value for tenure-track professors, adjuncts, senior scholars, and graduate students. The authors in this volume imagine productive campus writing support for faculty and future faculty that allows for new insights about their own disciplinary writing and writing processes, as well as the development of fresh ideas about student writing.
Contributors from a variety of institution types and perspectives consider who faculty writers are and who they may be in the future, reveal the range of locations and models of support for faculty writers, explore the ways these might be delivered and assessed, and consider the theoretical, philosophical, political, and pedagogical approaches to faculty writing support, as well as its relationship to student writing support.
With the pressure on faculty to be productive researchers and writers greater than ever, this is a must-read volume for administrators, faculty, and others involved in developing and assessing models of faculty writing support.
In one of the few book-length studies of a major post-secondary writing-across-the-curriculum initiative from concept to implementation, Writing-Intensive traces the process of preparation for new writing requirements across the undergraduate curriculum at Simon Fraser University, a mid-sized Canadian research university. As faculty members across campus were selected to pilot writing-intensive courses, and as administrators and committees adjusted the process toward full implementation, planners grounded their pedagogy in genre theory—a new approach for many non-composition faculty. So doing, the initiative aimed to establish a coherent yet rhetorically flexible framework through which students might improve their writing in all disciplines.
Wendy Strachan documents this campus cultural transformation, exploring successes and impasses with equal interest. The study identifies factors to be considered to avoid isolating the teaching of writing in writing-intensive courses; to engender a university-wide culture that naturalizes writing as a vital part of learning across all disciplines; and to keep the teaching of writing organic and reflected upon in a scholarly manner across campus.
A valuable case history for scholars in writing studies, WAC/WID, and curricular change studies.
A nationally recognized expert on professional ethics uses pungent real-world examples to help people new to the work world recognize ethical situations that can lead to career-damaging mistakes—and prevent them. Gunsalus offers questions to ask yourself, sample scripts to use on others, and guidance in handling disputes fairly and diplomatically.