Women as part-time faculty members

Part-time positions in academe have long been considered women's work because of the opportunities they afford for child care and household responsibilities, as well as the lower status and pay which they generally carry. Recent data indicate that men are just as likely as women to be part-timers, and that the large majority of women do not fit the stereotypical view of women part-timers. This paper uses data from a nation-wide survey of part-timers, conducted by the American Association of University Professors in 1977, to compare job-related characteristics of males and females and their motivations for working part-time. The data suggest that part-time academic employment may, in fact, be a female issue since some differences between the sexes are found to exist. In several instances women appear to be worse off than their male counterparts. The article concludes with policy recommendations to improve this situation.     

The public mission of universities in South Africa: community engagement and the teaching and researching roles of faculty members

Tertiary Education and Management - Community engagement as a public mission of higher education is widely accepted in South Africa. This is articulated in White Paper 3 on the transformation of...     

Engaging faculty in service-learning: opportunities and barriers to promoting our public mission

Tertiary Education and Management - Community engagement has been defined as a collaborative enterprise between higher education institutes and external communities where stakeholders can...     

Navigating the academic borderlands as multiracial and trans* faculty members

ABSTRACT

Postsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories.     

Factors that influence the decision of Spanish faculty members to retire

Recent reports confirm that the European Higher Education Area is conditioning the satisfaction of Spanish faculty members, resulting in a greater number of early retirements. The present study, framed within the context of the research, development and innovation project ‘Fuga de Talentos: Un estudio sobre los motivos que han condicionado a profesores universitarios con experiencia a abandonar la profesión docente. Diseño de una propuesta (EDU2012-37068)’, intends to understand the factors that influence their decision to retire early. This study is based on the mixed sequential explanatory strategy, using logistic regression analysis techniques with a sample of 311 faculty members. The results showed differences in the factors that influence the decision-making of active faculty members who are near (aged 51–60) or approaching (aged 61–65) retirement. Their professional satisfaction, feelings and the reasons for retiring influence their decision about retiring, explaining the culture of early retirement and the loss of human capital in Spanish universities.     

Workload and compensation among criminal justice faculty members: A national survey

This article reports the results of a nationwide survey of ASC and ACJS members conducted in spring 1991. The respondents first were asked to describe their current academic position, their department, and the nature of their teaching, research, and administrative responsibilities in the course of a typical academic year. Respondents then were asked about various salary and compensation issues. ANOVA was used to explore the impact of various structural and demographic factors (e.g., type of appointment, academic rank, gender, region, department, and university size) on salary levels.     

Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A collaborative self-study of practicum supervision by faculty

In our pre-service department, university practicum supervisors are faculty members who offer academic, social, and personal support to teacher candidates during their year-long program. Their role is described as one designed primarily to provide formative assessment and feedback to improve classroom practice and reflection on practice. This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about our work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty. New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.     

Helping Children to Develop as Writers: Supporting,Showing, Responding

How can we help children develop as writers once they have begun to master the complexities of the writing system and begun to understand how they can compose their own texts? Colin Peacock proposes some answers to these questions on the basis of a small-scale research project in one school. Key issues which emerged were the need to develop motivation, to give children opportunities to write, to respond to their difficulties and to show them what counted as success.     

The involvement of university faculty members in social planning: motivating and hindering factors

The research examines factors that affect the involvement of university faculty members in social planning activities. It examines the impact of philanthropic views compared with the exchange relations approach, both on personal and organizational levels, as well as the contribution of several characteristics of the relationship between faculty members and institutions.     

Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities

This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members.     

The professor as a person: The role of faculty well-being in faculty development

This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology.     

The perception of power in university departments: A comparison between chairpersons and faculty members

This study analyzes differences in power perception across hierarchical levels in university departments and their consequences on studying the power structure of universities. The study's major variables include the holder of power and the nature of decisions involved, controlling for the field and the prestige of the department. Two perceivers were the subjects of the study, chairpersons and faculty members. Comparison between the two perceivers yields considerable differences. The different patterns of power observed by faculty members and chairpersons and the various areas of agreement and disagreement between the perceivers are discussed and analyzed.     

刘锡鸿任驻德公使始末

自鸦片战争以后,清政府因不谙国际情形,在外交上吃亏甚大。在外国压迫和清政府自身事实上需要的情况下,清政府开始派遣驻外使节。刘锡鸿因与郭嵩焘个人关系上的特殊性,得以出使英,继而出使德,组建了中国第一个驻德使馆。在德期间,刘锡鸿虽想有所作为,但由于时代及他个人的局限,他没有做出什么突出贡献。出国后,刘锡鸿的保守思想,开始发生变化,对西方的认识 ,也变得较为具体,但仍没有跳出保守思想的藩蓠。最后,由于他与郭嵩焘矛盾的激化,加上李鸿章的极力反对,刘锡鸿被撤回国。     

Responding to infants: Fine motor development

Adults should interact with infants to meet their individual needs. The chart below lists the growth and needs of a baby for development of fine motor skills. It should be stressed that the use of chronological age in the developmental chart is only for convenience. We wish to emphasize that the child's behavior and abilities are the important criteria in determining his level of development. Some children will be ahead of the age range, while some may be behind. It is important to remember that the actual age of the child is the least important fact of individual development. You will notice that we use the masculine gender when referring to the baby. This is done for convenience and simplicity; it is just too cumbersome to keep saying he or she. Inez D. Moyer is curriculum coordinator of Respond, Inc., Day Care Centers of Camden, NJ. This article is excerpted, with permission, from Responding to Infants: The Infant Activity Manual, ©1983 by T.S. Denison & Co., Minneapolis MN.     

Polarized agents of internationalization: an autoethnography of migrant faculty at a Japanese University

Higher Education - In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with...     

Validating teaching competencies for faculty members in higher education: A national study using the Delphi method

In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focus on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.     

Oregon Teacher Pathway: Responding to National Trends

ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.