Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Entering the academy: The Art and science of being a faculty member


Published on

by Edwin Bell,
Department of Education
Winston-Salem State University

Revised version 09-09-10

Published in: Education
  • Be the first to comment

  • Be the first to like this

Entering the academy: The Art and science of being a faculty member

  1. 1. Entering the Academy: The Art & Science of Being a Faculty Member   Edwin D. Bell Department of Educational Leadership, Counseling, and Professional Services
  2. 2. The Big Three <ul><li>Teaching </li></ul><ul><li>Research </li></ul><ul><li>Service </li></ul>
  3. 3. Teaching <ul><li>Many of you have not had formal training in Malcolm Knowles’ concept of andragogy , i.e., the art and science of educating adult learners. </li></ul>
  4. 4. Teaching - Continued <ul><li>However, each profession has journals and conferences that discuss the best practices of teaching in the field. For Example, see the Teaching Professor </li></ul>
  5. 5. Teaching - Continued <ul><li>Join a community of learners to reflect and discuss effective teaching. </li></ul><ul><li>Contact the Center for Excellence in Teaching and Learning ( CETL) at WSSU </li></ul>
  6. 6. Research <ul><li>Research can be an area of contention at institutions that are in transition </li></ul><ul><li>The faculty are expected to not only be effective teachers, but also scholars, and service providers. </li></ul>
  7. 7. Research - continued <ul><li>In 1990 Ernest Boyer published a book through the Carnegie Foundation called Scholarship Reconsidered. </li></ul><ul><li>The concepts of the book are still being debated today. See this article </li></ul>
  8. 8. Research - continued <ul><li>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. </li></ul>
  9. 9. Service <ul><li>UNC Tomorrow – has indentified important roles for the university system in service to the citizens of the state of North Carolina. </li></ul><ul><li>Read the report, read the WSSU’s response. </li></ul>
  10. 10. Service (continued) <ul><li>Read WSSU’s Strategic Plan </li></ul>
  11. 11. Service - continued <ul><li>Let them influence your plans for service. </li></ul><ul><li>Read the relevant literature to guide your service </li></ul><ul><li>Evaluate the impact of your service and write about it. </li></ul>
  12. 12. Balance <ul><li>Develop a 3-year plan for your teaching, scholarship, and service. </li></ul><ul><li>Get advice and feedback, from administrators, senior faculty, and professional peers outside of WSSU on your progress. </li></ul>
  13. 13. Balance
  14. 14. Balance <ul><li>How are you supposed to balance all of this and still have a life? </li></ul><ul><li>Collaborate with your colleagues locally, state-wide, nationally, and internationally. </li></ul>
  15. 15. Balance - continued <ul><li>Make a continual commitment to your professional growth and development (there is always something new to learn) </li></ul><ul><li>Make a continual commitment to have fun </li></ul>
  16. 16. Questions <ul><li>What can you do next? </li></ul>