After years of service and moving up through the faculty ranks, senior faculty members often feel they have earned the privilege of concentrating their teaching efforts on upper-division courses, leaving the introductory courses to younger faculty members. It seems fair enough: If you stick around long enough, you will be able to teach the courses you enjoy most. But is it the best arrangement for students?
When faculty members receive phone calls from parents about their children’s academic work, the response is often, “Our contract is with the students, not the parents,” says Marjorie Savage, parent program director at the University of Minnesota. Faculty need to keep in mind, however, that today’s parents are different than in previous generations.
In Tuesday’s post, we talked about a survey conducted by Brenda Coppard, chair of occupational therapy at Creighton University, on the transition from faculty to
Despite all that has been written about leadership, the question still remains: What does it take to be an effective academic leader? At the risk of being redundant, and with apologies to David Letterman, here are the 10 characteristics that I have found to positively contribute to effective leadership.
Inadequate preparation, unrealistic expectations, and increased workload can be overwhelming for faculty members making the transition to department chair. Brenda Coppard, chair of occupational therapy
How do you come across to the people you work with? Does what you say and how you say it send mixed messages? Are your actions consistent with your words? Do you listen intently? Do you acknowledge others’ ideas? All these questions are important for any leader, and answering them honestly can help you become a better leader.
As higher education institutions face the call for greater accountability amidst shrinking resources, the need for strategic planning has taken on new importance within the academic community. And with good reason. When done properly, a strategic plan delivers tremendous value and can serve as a definitive three-to-five year roadmap that takes a department where it wants to go.
Until recently, George Mason University’s tenure requirements were typical of most research institutions: research was the primary activity; teaching and service, though important, were secondary. During the past six years, GMU created new paths to tenure that recognize the different types of contributions that faculty can make to the university.