Thriving in Academia Building a Career at a Teaching-Focused Institution
Produktdetaljer
Biografisk notat
Pamela I. Ansburg, PhD, has spent her 2 + year career at teaching-focused institutions and holds a doctorate in cognitive psychology with a focus on understanding insightful problem solving. She is a full professor in the Department of Psychological Sciences at Metropolitan State University of Denver (MSU Denver). Pamela serves as the director for faculty engagement in MSU Denver's Classroom to Career hub and she established the Undergraduate Research Program at MSU Denver. She has been an active member of the Society for the Teaching of Psychology, including serving as the vice president for recognition and awards.
Mark E. Basham, PhD, has a doctorate in neuroscience and has spent his 2 -year career at teaching-focused institutions. He is currently an associate professor at Regis University, where he has been director of the Neuroscience Program for the past 2 years. Mark's research focuses on the neural mechanisms of experience-dependent plasticity. He has been an academic advisor, student club advisor, and faculty senator and has served on or chaired multiple service committees, including the Institutional Animal Care and Use Committee, the Academic Council, and the Faculty Handbook Committee. He is a long-standing member of the international organization, Faculty for Undergraduate Neuroscience.
Regan A. R. Gurung, PhD, is a social psychologist whose research encompasses social, health, and pedagogical psychology. At Oregon State University, he is associate vice provost and executive director of the Center for Teaching and Learning, professor of psychological science, and director of the General Psychology Program. His books include Health Psychology:Well-Being in a Diverse World (4th ed.) and The Worth Guide to Studying Like a Champion, and he is founding coeditor of Scholarship of Teaching and Learning in Psychology. He has won numerous teaching awards, including the American Psychology Foundation amp rsquo s Charles L. Brewer Distinguished Teaching of Psychology Award.
Thriving in Academia Building a Career at a Teaching-Focused Institution
I wish I amp rsquo d had the sound guidance in this thoughtfully written book when I was starting out on the tenure track. It amp rsquo s a much-needed resource for graduate students interested in a career in academe as well as early career faculty trying to find their way.<br /> - Roxanne A. Donovan, PhD, Professor of Psychology, Kennesaw State University, Kennesaw, GA Although there amp rsquo s no shortage of books about success <i>inside</i> a college classroom, new academics are often left wondering, amp ldquo But what about everything else? amp rdquo And since most graduate degree programs prepare future researchers and not teachers, the early years of an academic career can be particularly overwhelming for those at teaching-focused institutions. <i>Thriving in Academia: Building a Career at a Teaching-Focused Institution</i> pulls back the curtain on the whats, whys, and hows of higher ed success from the viewpoint of three academics who center teaching in everything that they do. <br /> - Lindsay Masland, PhD, Appalachian State University, Boone, NC Ansburg, Basham, and Gurung combine their years of experience climbing the ranks and negotiating the hurdles of academia into a great read. Their volume is filled with valuable insights for those considering a career as a faculty member at a teaching-focused institution and those already on their way.<br /> - Eric Wiertelak, PhD, DeWitt Wallace Professor of Psychology, Macalester College, St. Paul, MN
Writing in a friendly tone that includes their personal reflections, the authors guide readers through the entire career trajectory: finding and applying for positions, developing essential knowledge and skills over the course of one amp rsquo s career, seeking tenure and promotions, and continuing to thrive in the mid- to late-career stages while preparing for retirement.
The authors offer detailed insights for becoming a successful academic who can meet all the expectations of a teaching-focused institution. They explain how to develop core teaching competencies choose advising philosophies for mentoring individual students, groups, and clubs perform high-quality faculty service and achieve scholarly, creative, and research goals-all while managing a high teaching load.
Strategies for obtaining scarce yet crucial resources-time, money, and mentors-are also provided.
Introduction: What Does a Teaching Focused Career in Higher Education Look Like?
Chapter . How to Get a Job at a Teaching Focused Institution
Chapter 2. Undergraduate Teaching Competencies
Chapter 3. Academic Advising
Chapter 4. Service
Chapter 5. Scholarly, Creative, and Research Activities
Chapter . Finding Mentoring, Money, and Time
Chapter 7. What Is Tenure, and How Do I Get It? How Do I Get a Promotion?
Chapter 8. Mid- and Late-Career Stages at a Teaching Focused Institution
Afterword: Five Key Themes in a Successful Teaching-Focused Career
References
Index
About the Authors
I wish I amp rsquo d had the sound guidance in this thoughtfully written book when I was starting out on the tenure track. It amp rsquo s a much-needed resource for graduate students interested in a career in academe as well as early career faculty trying to find their way.<br /> - Roxanne A. Donovan, PhD, Professor of Psychology, Kennesaw State University, Kennesaw, GA Although there amp rsquo s no shortage of books about success <i>inside</i> a college classroom, new academics are often left wondering, amp ldquo But what about everything else? amp rdquo And since most graduate degree programs prepare future researchers and not teachers, the early years of an academic career can be particularly overwhelming for those at teaching-focused institutions. <i>Thriving in Academia: Building a Career at a Teaching-Focused Institution</i> pulls back the curtain on the whats, whys, and hows of higher ed success from the viewpoint of three academics who center teaching in everything that they do. <br /> - Lindsay Masland, PhD, Appalachian State University, Boone, NC Ansburg, Basham, and Gurung combine their years of experience climbing the ranks and negotiating the hurdles of academia into a great read. Their volume is filled with valuable insights for those considering a career as a faculty member at a teaching-focused institution and those already on their way.<br /> - Eric Wiertelak, PhD, DeWitt Wallace Professor of Psychology, Macalester College, St. Paul, MN
Writing in a friendly tone that includes their personal reflections, the authors guide readers through the entire career trajectory: finding and applying for positions, developing essential knowledge and skills over the course of one amp rsquo s career, seeking tenure and promotions, and continuing to thrive in the mid- to late-career stages while preparing for retirement.
The authors offer detailed insights for becoming a successful academic who can meet all the expectations of a teaching-focused institution. They explain how to develop core teaching competencies choose advising philosophies for mentoring individual students, groups, and clubs perform high-quality faculty service and achieve scholarly, creative, and research goals-all while managing a high teaching load.
Strategies for obtaining scarce yet crucial resources-time, money, and mentors-are also provided.
Introduction: What Does a Teaching Focused Career in Higher Education Look Like?
Chapter . How to Get a Job at a Teaching Focused Institution
Chapter 2. Undergraduate Teaching Competencies
Chapter 3. Academic Advising
Chapter 4. Service
Chapter 5. Scholarly, Creative, and Research Activities
Chapter . Finding Mentoring, Money, and Time
Chapter 7. What Is Tenure, and How Do I Get It? How Do I Get a Promotion?
Chapter 8. Mid- and Late-Career Stages at a Teaching Focused Institution
Afterword: Five Key Themes in a Successful Teaching-Focused Career
References
Index
About the Authors
Produktdetaljer
Biografisk notat
Pamela I. Ansburg, PhD, has spent her 2 + year career at teaching-focused institutions and holds a doctorate in cognitive psychology with a focus on understanding insightful problem solving. She is a full professor in the Department of Psychological Sciences at Metropolitan State University of Denver (MSU Denver). Pamela serves as the director for faculty engagement in MSU Denver's Classroom to Career hub and she established the Undergraduate Research Program at MSU Denver. She has been an active member of the Society for the Teaching of Psychology, including serving as the vice president for recognition and awards.
Mark E. Basham, PhD, has a doctorate in neuroscience and has spent his 2 -year career at teaching-focused institutions. He is currently an associate professor at Regis University, where he has been director of the Neuroscience Program for the past 2 years. Mark's research focuses on the neural mechanisms of experience-dependent plasticity. He has been an academic advisor, student club advisor, and faculty senator and has served on or chaired multiple service committees, including the Institutional Animal Care and Use Committee, the Academic Council, and the Faculty Handbook Committee. He is a long-standing member of the international organization, Faculty for Undergraduate Neuroscience.
Regan A. R. Gurung, PhD, is a social psychologist whose research encompasses social, health, and pedagogical psychology. At Oregon State University, he is associate vice provost and executive director of the Center for Teaching and Learning, professor of psychological science, and director of the General Psychology Program. His books include Health Psychology:Well-Being in a Diverse World (4th ed.) and The Worth Guide to Studying Like a Champion, and he is founding coeditor of Scholarship of Teaching and Learning in Psychology. He has won numerous teaching awards, including the American Psychology Foundation amp rsquo s Charles L. Brewer Distinguished Teaching of Psychology Award.