Abstract: New and prospective faculty often enter the professoriate with less than adequate preparation for the many roles and expectations of the position, particularly in regard to teaching requirements. In spite of the fact that teaching responsibilities consume large amounts of new faculty time, they frequently are not emphasized in the doctoral preparation experience, nor in the new-faculty orientation process. Most prospective and new faculty do not understand the importance of the teaching culture of an institution, nor how to go about assessing that culture to determine the level and nature of support offered for teaching. New faculty need to evaluate the institutional fit between their own teaching and research priorities and those of the institution. In addition, those who enter graduate school with the ambition of one day entering the professoriate would be wise to understand the nature of their institutions teaching culture, as it directly affects the level and amount of training that graduate students receive as future instructors. This study reviewed the literature related to programs and practices that research universities have in place that help to form the culture of support for scholarly teaching on campus. The product of this review is a set of guidelines and related criteria intended to help new and prospective faculty assess the teaching culture of a research institution based on specific guidelines, as well as related criteria for each guideline. After compiling and defining the guidelines and related criteria for this study, feedback was gathered from individuals who are involved in related research and/or work in the field. The purpose of this effort was for these professionals to gauge whether the findings were relevant, viable, or lacking in any way. Based on the feedback and information that was received, changes were made to the proposed guidelines and related criteria. The resulting document should be helpful for new and prospective faculty to review prior to attending graduate school or accepting a professional position in academe.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04202006-151508 |
| Date | 21 April 2006 |
| Creators | Hoover, Mary Catherine |
| Contributors | Dr. Diane Davis, Dr. Charlene Trovato, Dr. Sue Goodwin, Dr. Glenn Nelson |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04202006-151508/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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