Core Competency 4: Understanding the University Context

Transcription

1 Core Competency 4: Understanding the University Context Faculty rights, roles and responsibilities Teaching as research and professional development Developing a professional teaching presence and plan Workshop: Securing Academic Positions at Two- and Four-Year Institutions PREP Series September 21, 2013 Description: This workshop, meant for those on the job market, discussed what an academic job looks like at various types of institutions. This was done via a panel and a breakout session. One of the main threads of the workshop was that there are many facets to a life in academia. Generally, the three main responsibilities of a professor consist of: Teaching Research and Scholarship Service Teaching includes classroom instruction, course and individual class preparation, grading of assessments, holding of office hours, etc. Research is usually tied to individual and collaborative work in the field of expertise and is measured by publications in peer-reviewed journals and the receiving of grants to conduct such research. Scholarship is usually more broadly defined and depends more on the type of institution. It can include involvement with undergraduate independent studies and research, presentation of papers and posters as national and regional conferences, and the organization of seminars and conferences related to a field of research or teaching. Service usually involves participation in a number of departmental as well as university-wide committees, development of new courses and curricula for the department, and other such activities. While all of the above mentioned activities occur at nearly every type of institution, the weight that each such responsibility is valued depends highly on the professor and, more importantly, on the specific type of institution being considered. An understanding of all of the components needed to be successful at a given institution is crucial, especially when documenting your involvement in forms for reappointment, promotion, and tenure. That being said, it is important to understand the various types of higher education institutions in the United States. The four main types of institutions are: Research Universities

2 (Master s) Comprehensive Universities Bachelor s Universities and Liberal Arts Colleges Community Colleges Consequently, when considering a future position at one of these institutions, it is very important to know what your values are and what the values are of the institutions to which you are applying. If these values do not match up in a very real way, then neither the institution nor the faculty member will benefit. The long term goal of a permanent job at these institutions is to receive tenure, whereby the institution effectively guarantees your position for life, in the hope that is allows you to more freely and without fear of failure continue your exploration and growth as a teacher and a scholar. However, as mentioned in the workshop, one potential possibility for future professors is the abolishment of tenure and a switch to either five- or ten-year contractual appointments. This is happening as other types of employers question the notion of limitless job security in an increasingly competitive job market and the government looks to potentially base their funding decisions on student success and graduation at these institutions. Understanding the reality of the future is crucial for someone entering such a position, because one s success is dictated by the institution s view of the position being offered. Another current trend in higher education is the move towards various forms of teaching technology and online learning (e.g. MOOCS, hybrid courses, flipped classrooms, etc.). The longevity of specific types of online methods can not be easily predicted, but the advent of the internet and its role in the education of more technologically adept generations is undeniable. While online teaching was not something I originally viewed as important, I have now come to appreciate the reality of the situation and see the need to prepare myself for potentially adopting this type of instruction in the future. Combining the increase in online education with the current financial climate for education institutions, it was shared during the workshop that the reality is that 100 of the 850 bachelor s universities and liberal arts colleges will fail within the next ten years. This might explain the increasing requirement that professors bring in outside sources of funding through grants. While this is a common practice at large research universities, the pressure for institutions to stay afloat has and will force such requirements to appear at other types of institutions as well. Being aware of such statistics places even more importance on staying current with the educational climate and adapting to new trends and policies. Artifact: Types of Higher Education Institutions in the United States Handout (This handout was distributed during the Breakout Session on Understanding the University Context and the Teaching Philosophy at the Certification in College Teaching Institute) Artifact Rationale: This handout contains descriptions of and examples of the various types of institutions. It provides information relating to expectations of faculty at these institutions. Artifact: Securing Academic Positions at Two- and Four-Year Institutions Workshop Agenda

3 Artifact Rationale: This agenda provides proof of attendance at the workshop and also contains information on the main topics discussed in the workshop. Interpretation/Reflection: This workshop was useful for me, not only as someone who is currently on the job market but also as someone who will eventually be in a permanent academic job. It was very beneficial to learn about the differences between a comprehensive university and a four-year bachelor s-granting institution. By attending the panel, I got to learn about the differences in values of and expectations for someone working at these types of institutions. I was also glad to hear that the idea of getting rid of the notion of tenure is still very real and that this idea is being translated into administrative action. Understanding the realities of a future job is much more beneficial before getting a job than after. On the same line of thought, I also learned about the financial issues that may seriously threaten the survival of certain academic institutions. Again, having a realistic view is far more useful than an idealistic one. Attending this workshop has helped verify my desire to obtain a permanent position at master s comprehensive university, a bachelor s university, or a liberal arts college. In all of these institutions, a great amount of value is placed on teaching. I hope to use this knowledge to find a job that is a good fit for me and a good fit for the institution.

4 TYPES OF HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES There are over 3,000 postsecondary institutions in the U.S. Over time, different formal classifications systems have been developed, utilizing various methodologies, resulting in different category names and frameworks. The Carnegie Foundation for the Advancement of Teaching has one of the most recognized classification systems ( Below you will find a list of institution types that reflect general categories that are often used colloquially these do not reflect the specific language of any one classification system. Institution Type General Characteristics Research University Public or private. Faculty are expected to have both a robust research agenda (and publications) and a track record bringing in grant money. Faculty teach students at the bachelors, masters and Ph.D. levels & may have teaching and research assistants (e.g., Michigan State University, University of Arizona, UCLA, Yale, Columbia) Comprehensive University Mostly public. Faculty are expected to produce scholarship and increasingly are being asked to bring in research money. Faculty mostly teach bachelor s degree and master s level students, although some comprehensive universities do have doctoral programs (e.g., Central Michigan University; Eastern Carolina University). Liberal Arts College Mostly private. These institutions are known for their size (smaller) and their emphasis on rewarding faculty for their teaching accomplishments. Faculty mostly teach undergraduates, although some liberal arts colleges have a few masters programs. The institutions within this category are diverse some have very high research expectations and value a faculty member s role in including undergraduates in their research programs (e.g., Hope College, Calvin College, Swarthmore College, Amherst College). Community College Public and Private. These institutions are plentiful across the country and play an important role in providing access to higher education for large groups of people. Faculty mostly teach students in associate s degree and technical certificate programs (although many community colleges are now offering some bachelor s degrees). More and more students are entering community colleges to take courses that satisfy their general education requirements prior to transferring to four-year institutions. Career preparation is a large part of the community college mission (e.g., Lansing Community College, Mott Community College). Minority-Serving Institution Minority-Serving Institutions (MSIs) were founded initially to provide education to underrepresented minority group members. There are a set of historically Black and Hispanic institutions, along with Tribal Colleges, that continue to play an important role in the U.S. education system. These institutions include research and comprehensive institutions, liberal arts colleges and community colleges (e.g., Howard University, Florida A&M University, California State Fresno, Arizona Western College, Saginaw Chippewa Tribal College, College of the Muscogee Nation). For-profit Institution There are an increasing numbers of for profit institutions both traditional brick and mortar and on-line -- offering an array of certificate and degree programs. Many faculty in these institutions work in industry and teach on a part-time basis (e.g., University of Phoenix, Strayer University, ITT Technical Institute).

5 Securing Academic Positions at Two- and Four-Year Institutions Saturday, September 21, 2013, 9:00 a.m. - 3:00 p.m. Kellogg Center, Big Ten C What type of academic position would you like to have after completing your degree or postdoc? Do you want to teach, do research, develop and conduct outreach programs, do academic administration, or a combination of several of these? What kinds of institutions best fit your interests? What are the expectations for faculty at different kinds of institutions, and what are their potential career trajectories? This workshop will focus on academic cultures at a variety of institutions: community colleges, liberal arts colleges, colleges with religious affiliations, universities with historically specialized missions, and research intensive universities. What are the expectations at these institution types, from the job interview to the tenure process? Featured presenters in the morning session will include administrators and faculty members who will talk about the process of applying and interviewing for academic positions, expectations for new faculty, and advancement opportunities and the tenure and promotion process. Do you know what tenure and promotion normally includes? The interactive lunch session will address how to handle interviewing scenarios you may encounter during the academic job search process. The presenters in the afternoon breakouts will provide tips from their own experiences on survival skills you should develop now to ensure a smooth transition into postdoc and faculty positions. 8:30-8:55 a.m. Registration 9:00-11:45 a.m. From Application to Interview: How to Make the Cut for a Campus Interview and Thrive in a New Academic Environment Presenters: Dr. Maria de Fatima Lima (Dean, School of Graduate Studies and Research, Meharry Medical College) Dr. Karen Klomparens (MSU, Dean of the Graduate School) Dr. Michael Nealon (Lansing Community College, Chair, Humanities & Performing Arts) Dr. John Stevenson (Grand Valley State University, Associate Dean of Graduate Studies)

6 Dr. Michael Stob (Calvin College, Chair, Mathematics & Statistics and Dean for Institutional Effectiveness) 12:00-1:30p.m. 1:45-3:00p.m. you register) Working Lunch -- Mastering the Interview: Expect the Unexpected Breakout Sessions: Faculty and Postdoc Panels (choose one when Faculty Session A: Transitioning to Faculty Life: Survival Skills for Tenure, Promotion, and Administration (primarily for students moving directly from graduate school into faculty positions) OR Postdoc and Faculty Session B: From Landing a Postdoc to Thriving as a Faculty Member (primarily for students who are applying for postdocs and for postdocs applying for faculty positions)