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Entering the Academy: The Art & Science of Being a Faculty Member
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Entering the Academy: Entering the Academy: The Art & Science of The Art & Science of
Being a Faculty MemberBeing a Faculty Member
Entering the Academy: Entering the Academy: The Art & Science of The Art & Science of
Being a Faculty MemberBeing a Faculty Member
Edwin D. Bell
Department of Educational Leadership, Counseling, and Professional Services
Edwin D. Bell
Department of Educational Leadership, Counseling, and Professional Services
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The Big ThreeThe Big Three
• Teaching
• Research
• Service
• Teaching
• Research
• Service
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TeachingTeaching
• Many of you have not had formal training in Malcolm Knowles’ concept of andragogy, i.e., the art and science of educating adult learners.
• Many of you have not had formal training in Malcolm Knowles’ concept of andragogy, i.e., the art and science of educating adult learners.
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Andragogy PrinciplesAndragogy Principles
• 1. Adults need to be involved in the planning and evaluation of their instruction.
• 1. Adults need to be involved in the planning and evaluation of their instruction.
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Principles (continued)Principles (continued)
• 2. Experience (including mistakes) provides the basis for learning activities. (Opportunities to revise academic work are important.)
• 2. Experience (including mistakes) provides the basis for learning activities. (Opportunities to revise academic work are important.)
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Principles (continued)Principles (continued)
• 3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life. (You need to know your students, their prior experiences and goals.)
• 3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life. (You need to know your students, their prior experiences and goals.)
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Principles (continued)Principles (continued)
• 4. Adult learning is problem-centered rather than content-oriented. (Andragogy (M. Knowles), n.d.)
• 4. Adult learning is problem-centered rather than content-oriented. (Andragogy (M. Knowles), n.d.)
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Teaching - ContinuedTeaching - Continued
• Each profession has journals and conferences that discuss the best practices of teaching in the field. For Example, see the Teaching Professor
• Each profession has journals and conferences that discuss the best practices of teaching in the field. For Example, see the Teaching Professor
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Teaching - ContinuedTeaching - Continued
• Join a community of learners to reflect and discuss effective teaching.
• Contact the Center for Excellence in Teaching and Learning (CETL) at WSSU
• Join a community of learners to reflect and discuss effective teaching.
• Contact the Center for Excellence in Teaching and Learning (CETL) at WSSU
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Teaching - ContinuedTeaching - Continued
• Work with your subject librarian from O’Kelly Library to utilize the libraries instructional resources
• Work with your subject librarian from O’Kelly Library to utilize the libraries instructional resources
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ResearchResearch
• Research can be an area of contention at institutions that are in transition
• The faculty are expected to not only be effective teachers, but also scholars, and service providers.
• Research can be an area of contention at institutions that are in transition
• The faculty are expected to not only be effective teachers, but also scholars, and service providers.
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Research - continuedResearch - continued
• In 1990 Ernest Boyer published a book through the Carnegie Foundation called Scholarship Reconsidered.
• The concepts of the book are still being debated today. See this article
• In 1990 Ernest Boyer published a book through the Carnegie Foundation called Scholarship Reconsidered.
• The concepts of the book are still being debated today. See this article
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Boyer’s ViewBoyer’s View
• Boyer, who died in 1995, saw the traditional definition of scholarship -- new knowledge through laboratory breakthroughs, journal articles or new books -- as too narrow.
• Boyer, who died in 1995, saw the traditional definition of scholarship -- new knowledge through laboratory breakthroughs, journal articles or new books -- as too narrow.
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Boyer’s View (continued)Boyer’s View (continued)
• Scholarship, Boyer argued, also encompassed the application of knowledge, the engagement of scholars with the broader world, and the way scholars teach. (Inside Higher Education, 2007)
• Scholarship, Boyer argued, also encompassed the application of knowledge, the engagement of scholars with the broader world, and the way scholars teach. (Inside Higher Education, 2007)
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Research - continuedResearch - continued
• The central issue for many is that if the department/school faculty develop appropriate guidelines and rubrics, individuals can conduct theory-based, peer-reviewed research on their teaching and their service.
• The central issue for many is that if the department/school faculty develop appropriate guidelines and rubrics, individuals can conduct theory-based, peer-reviewed research on their teaching and their service.
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ServiceService
• UNC Tomorrow – has indentified important roles for the university system in service to the citizens of the state of North Carolina.
• Read the report, read the WSSU’s response.
• UNC Tomorrow – has indentified important roles for the university system in service to the citizens of the state of North Carolina.
• Read the report, read the WSSU’s response.
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Service (continued)Service (continued)
• Read WSSU’s Strategic Plan• Read WSSU’s Strategic Plan
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Service - continuedService - continued
• Let them influence your plans for service.
• Read the relevant literature to guide your service
• Evaluate the impact of your service and write about it.
• Let them influence your plans for service.
• Read the relevant literature to guide your service
• Evaluate the impact of your service and write about it.
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BalanceBalance
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BalanceBalance
• Develop a 3-year plan for your teaching, scholarship, and service.
• Get advice and feedback, from administrators, senior faculty, and professional peers outside of WSSU on your progress.
• Develop a 3-year plan for your teaching, scholarship, and service.
• Get advice and feedback, from administrators, senior faculty, and professional peers outside of WSSU on your progress.
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BalanceBalance
• How are you supposed to balance all of this and still have a life?
• Collaborate with your colleagues locally, state-wide, nationally, and internationally.
• How are you supposed to balance all of this and still have a life?
• Collaborate with your colleagues locally, state-wide, nationally, and internationally.
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Balance - continuedBalance - continued
• Make a continual commitment to your professional growth and development (there is always something new to learn)
• Make a continual commitment to have fun
• Make a continual commitment to your professional growth and development (there is always something new to learn)
• Make a continual commitment to have fun
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QuestionsQuestions
• What can you do next?• What can you do next?
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ReferencesReferences
• Andragogy (M. Knowles) (n.d.) Retrieved on March 5, 2011 from http://tip.psychology.org/knowles.html
• Andragogy (M. Knowles) (n.d.) Retrieved on March 5, 2011 from http://tip.psychology.org/knowles.html
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References (Continued)References (Continued)
• Insider Higher Education (October 2, 2007). “Scholarship reconsidered” as tenure policy. Retrieved March 5, 20011 from http://www.insidehighered.com/news/2007/10/02/wcu
• Insider Higher Education (October 2, 2007). “Scholarship reconsidered” as tenure policy. Retrieved March 5, 20011 from http://www.insidehighered.com/news/2007/10/02/wcu