Academic's Handbook

A. Leigh Deneef and Craufurd D. Goodwin

Description

This new, revised, and expanded edition of the popular Academic's Handbook is an essential guide for those planning or beginning an academic career.Faculty members, administrators, and professionals with experience at all levels of higher education offer candid, practical advice to help beginning academics understand matters including:- The different kinds of institutions of higher learning and expectations of faculty at each.- The advantages and disadvantages of teaching at four-year colleges instead of research universities.- The ins and outs of the job market.- Alternatives to tenure-track, research-oriented positions.- Salary and benefits.- The tenure system.- Pedagogy in both large lecture courses and small, discussion-based seminars.- The difficulties facing women and minorities within academia.- Corporations, foundations, and the federal government as potential sources of research funds.- The challenges of faculty mentoring.- The impact of technology on contemporary teaching and learning.- Different types of publishers and the publishing process at university presses.- The modern research library.- The structure of university governance.- The role of departments within the university.With the inclusion of eight new chapters, this edition of The Academic's Handbook is designed to ease the transition from graduate school to a well-rounded and rewarding career.Contributors. Judith K. Argon, Louis J. Budd, Ronald R. Butters, Norman L. Christensen, Joel Colton, Paul L. Conway, John G. Cross, Fred E. Crossland, Cathy N. Davidson, A. Leigh DeNeef, Beth A. Eastlick, Matthew W. Finkin, Jerry G. Gaff, Edie N. Goldenberg, Craufurd D. Goodwin, Stanley M. Hauerwas, Deborah L. Jakubs, L. Gregory Jones, Nellie Y. McKay, Patrick M. Murphy, Elizabeth Studley Nathans, A. Kenneth Pye, Zachary B. Robbins, Anne Firor Scott, Sudhir Shetty, Samuel Schuman, Philip Stewart, Boyd R. Strain, Emily Toth, P. Aarne Vesilind, Judith S. White, Henry M. Wilbur, Ken Wissoker

Sujets

• USA
• Reference work
• États-Unis

Informations

• Publié par: Duke University Press
• Date de parution: 01 janvier 2007
• Nombre de lectures: 1
• EAN13: 9780822388203
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

T H E A C A D E M I C ’S H A N D B O O K

THE ACADEMIC’S

HANDBOOK third edition

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.  

  .  

Duke University Press • Durham&London 

©               -            , .    --          .

CONTENTS

Preface to the Third Edition vii . L. Gregory Jones,Loving the Academic’s Vocation, Institutions and All: A Retrospective Appreciation of the Colloquium onThe Academic’s Handbook 

part i the academy and the academic . Jerry G. Gaff,Faculty in the Variety of American Colleges and Universities . Samuel Schuman,Small Is . . . Different: A Guide for Newcomers to Small Colleges . Stanley M. Hauerwas,The Morality of Teaching . Emily Toth,Women in Academia(With Updated Afterword)  . Nellie Y. McKay,Minority Faculty in [Mainstream White] Academia

part ii some issues in the academy today . Craufurd D. Goodwin,Fads and Fashions on Campus: Interdisciplinarity and Internationalization . Ronald R. Butters,Free Speech and Academic Freedom . Judith S. White,Anticipating and Avoiding Misperceptions of Harassment . P. Aarne Vesilind,The Responsible Conduct of Academic Research

part iii academic employment . Henry M. Wilbur,On Getting a Job

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. Sudhir Shetty,The Job Market: An Overview . John G. Cross and Edie N. Goldenberg,Off-Track Vetting . Matthew W. Finkin,The Tenure System . Craufurd D. Goodwin,Some Tips on Getting Tenure . A. Leigh DeNeef,Academic Salaries and Benefits

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part iv teaching and advising . Norman L. Christensen,The Nuts and Bolts of Running a Lecture Course . Anne Firor Scott,Why I Teach by Discussion . Elizabeth Studley Nathans,New Faculty Members and Advising . A. Leigh DeNeef,Some Thoughts on Faculty Mentoring . Patrick M. Murphy,Considering the Impact of Technology in Teaching and Learning

part v funding academic research . Beth A. Eastlick and Zachary B. Robbins,Corporate Relations and Foundation Fundraising . Judith K. Argon,Securing Funding from Federal Sources . Fred E. Crossland,New Academics and the Quest for Private Funds

part vi publishing research . Louis J. Budd,On Writing Scholarly Articles . Boyd R. Strain,Publishing in Science . Cathy N. Davidson and Ken Wissoker,Academic Book Publishing . Deborah L. Jakubs and Paul L. Conway,The Modern Research Library

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part vii academic communities and administrations . A. Kenneth Pye,University Governance and Autonomy: Who Decides What in the University . Joel Colton,The Role of the Department in the Groves of Academe . Philip Stewart,The Academic Community

Selected Further Readings

Contributors

Index

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preface to the third edition

In the nearly twenty years since the first edition ofThe Academic’s Handbook higher education in the United States has undergone significant change. It has also, however, stayed very much the same, at least in one central aspect: most new Ph.D.’s emerge from the nation’s premier graduate schools with very little specific knowledge about how colleges and universities really operate or about what academic life in such institutions is all about. ThisHandbook, therefore, like its predecessors, is addressed directly to the beginning faculty member in an effort to provide immediately useful advice to smooth the transition into this complex, demanding, and, we hope, rewarding career. The first edition of theHandbookwas heavily indebted not only to the An- drew W. Mellon Foundation but also to the fifty colleagues, both faculty and graduate students, from Duke and elsewhere across the country, who came together over two years in the mid-s to talk candidly about their experi- ences within the academy. The second edition was equally indebted to a group of students and faculty—this time largely from Duke and Guilford College— who participated in a project entitled ‘‘Preparing Graduate Students for the Professional Responsibilities of College Teachers,’’ a project developed by the Association of American Colleges and Universities and supported by a three- year grant from the Fund for the Improvement of Postsecondary Education. The present edition builds on these earlier projects, and particularly on the now widely recognized ‘‘Preparing Future Faculty’’ program, funded initially by the Pew Charitable Trusts and directed nationally by colleagues at theand the Council of Graduate Schools. For the past decade, Duke’s ownpro- gram has expanded its partner institutions to include not only Guilford College but Elon University, Durham Technical Community College, Meredith College, and North Carolina Central University.

viii

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Some of the changes that have taken place on college and university cam- puses over the last ten years are reflected in essays appearing here for the first time—the rapidly growing number of non-tenure-track positions at major re- search universities, the impact of various technologies on classroom teach- ing, the increasing difficulty of publishing research monographs, the dramatic changes in the shape and function of modern research libraries. What remains the same on those campuses—the difference in kinds of institutions and the ex- pectations of faculty who choose to work at each; how to go about getting and keeping an academic job; what makes for successful teaching and advising or mentoring; how to fund and publish research; and what are the standard ad- ministrative structures of most colleges and universities—is covered in essays that have been updated for this edition. Throughout theHandbookwe have tried to bear in mind that our goal was to produce an essential and pragmatic guide for those planning or beginning an academic career. We hope that the advice we offer here is delivered with both good sense and good humor, and that the volume itself will find a conspicuous place on your bookshelf next to other indispensable and frequently consulted guides.

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loving the academic’s vocation, institutions and all

A Retrospective Appreciation of the Colloquium on

The Academic’s Handbook

.  

I accepted the invitation more out of flattery and curiosity than anything else. I had been invited to participate in a colloquium about the academic life and academic culture that would culminate in the first edition of this handbook. It sounded intriguing, but I also accepted because I thought it couldn’t hurt to have participation in such a colloquium on mywhen I applied for jobs (I had already been acculturated at least that much into an academic vocation!). I could hardly have imagined, however, just how significant that colloquium would be for my own vocation: it helped me see the larger contexts and issues of academic life, to begin to realize that my doctoral education had been in- creasingly focused on mastery of my field, rather than on acculturating me to a particular profession. To be sure, I had picked up some tips from faculty ad- visers and other graduate students on practical matters that would help me get a job: reading papers at scholarly conferences, publishing an essay or two in scholarly journals, making sure I had some teaching experience. But the gen- eral focus of my graduate education was preparation for a particular field of scholarship. If I thought at all about the institution in which that education took place, it was little more than an enabling structure. Ironically, one might have thought that I would have been keenly aware of broader institutional issues. After all, my father had spent most of his adult life serving as an academic administrator, including positions as president of a free-standing seminary and then as dean of Duke Divinity School. And while I appreciated my father’s academic positions, I discovered through the collo- quium that I had very little sense of what he actually did or how academic in- stitutions really operate. Now, almost two decades after the colloquium, it turns out that I have de- voted the last portion of my life to the work of full-time academic administra-