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Navigating academia can seem like a voyage through a foreign land: strange cultural rules dictate everyday interactions, new vocabulary awaits at every turn, and the feeling of being an outsider is unshakable. For students considering doctoral programs and doctoral students considering faculty life, The PhDictionary is a lighthearted companion that illuminates the often opaque customs of academic life. With more than two decades as a doctoral student, college teacher, and administrator, Herb Childress has tripped over almost every possible misunderstood term, run up against every arcane practice, and developed strategies to deal with them all. He combines current data and personal stories into memorable definitions of 150 key phrases and concepts graduate students will need to know (or pretend to know) as they navigate their academic careers. From ABD to white paper—and with buyout, FERPA, gray literature, and soft money in between—each entry contains a helpful definition and plenty of relevant advice. Wry and knowledgeable, Childress is the perfect guide for anyone hoping to scale the ivory tower.

Academic Motherhood tells the story of over one hundred women who are both professors and mothers and examines how they navigated their professional lives at different career stages. Kelly Ward and Lisa Wolf-Wendel base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under the age of five), and then again in mid-career (post-tenure) when their children are older. The women studied work in a range of institutional settings—research universities, comprehensive universities, liberal arts colleges, and community colleges—and in a variety of disciplines, including the sciences, the humanities, and the social sciences.Much of the existing literature on balancing work and family presents a pessimistic view and offers cautionary tales of what to avoid and how to avoid it. In contrast, the goal of Academic Motherhood is to help tenure track faculty and the institutions at which they are employed “make it work.” Writing for administrators, prospective and current faculty as well as scholars, Ward and Wolf-Wendel bring an element of hope and optimism to the topic of work and family in academe. They provide insight and policy recommendations that support faculty with children and offer mechanisms for problem-solving at personal, departmental, institutional, and national levels.

Using as a framework the "theory of careers" developed by John L. Holland, the authors of this volume examine the patterns of student stability and change inherent in the college experience, as well as the variations in professional attitudes and behaviors of college faculty. Their goal is to learn more about what colleges and universities might do to facilitate the retention, satisfaction, and learning of their students.For example, why should faculties split over student-oriented teaching strategies, one group favoring the formal, structured classroom, the other a freer, more spontaneous environment? Why do some undergraduates become independent thinkers with strong analytical, mathematical, and scientific competencies while others develop powerful interpersonal and group leadership skills?Holland's theory--at its core a person-environment fit theory--assumes that there are six personality types and six analogous academic environments and that the educational persistence, satisfaction, and achievement of students are a function of the congruence or "fit" between students and their academic environments. The authors also assume that there are circumstances under which the environments of the major field exert more influence on students than do the students' own personality traits. Applying Holland's theory to distinctive clusters of academic disciplines, the authors have found that the answers to such fundamental questions as those asked above emanate from a basic understanding of the influences of academic disciplines and the manner by which they shape the patterns of thought and behavior of both college students and faculty.Academic Disciplines will benefit researchers and graduate students who study college students and faculty, as well as administrators and policymakers responsible for the performance of colleges and universities.

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This important book addresses the prevalence of faculty incivility, camouflaged aggression, and the rise of an academic bully culture in higher education. The authors show how to recognize a bully culture that may form as a result of institutional norms, organizational structure, academic culture, and systemic changes. Filled with real-life examples, the book offers research-based suggestions for dealing with this disruptive and negative behavior in the academic workplace.

As an academic leader, you can’t overlook the importance of effective faculty development. New teachers need training that introduces sound pedagogical principles, while experienced faculty need continued professional development that keeps their teaching fresh and energized. From developing meaningful evaluations to implementing constructive mentoring programs, there are countless measures you can take to improve faculty development at your institution, but there are also a lot of areas where these things can go wrong. If you’re looking for concrete ideas that will help boost faculty development on your campus, look no further than Faculty Development: A Resource Collection for Academic Leaders! This guide, which collects more than 30 of the finest articles from the established Academic Leader newsletter, Distance Education Report, Magna 20-Minute Mentors, and Magna Online Seminars, brings you specific, practical, and actionable ideas for effective faculty development at your institution. Faculty Development: A Resource Collection for Academic Leaders is presented in four sections covering all aspects of faculty development, from establishing a faculty development program to ensuring experienced faculty’s continued growth. The four sections include: · Getting Started · Assessment and Evaluation · Mentoring · Development Across Faculty Careers

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As an academic leader, you can’t overlook the importance of effective faculty development. New teachers need training that introduces sound pedagogical principles, while experienced faculty need continued professional development that keeps their teaching fresh and energized. From developing meaningful evaluations to implementing constructive mentoring programs, there are countless measures you can take to improve faculty development at your institution, but there are also a lot of areas where these things can go wrong. If you’re looking for concrete ideas that will help boost faculty development on your campus, look no further than Faculty Development: A Resource Collection for Academic Leaders! This guide, which collects more than 30 of the finest articles from the established Academic Leader newsletter, Distance Education Report, Magna 20-Minute Mentors, and Magna Online Seminars, brings you specific, practical, and actionable ideas for effective faculty development at your institution. Faculty Development: A Resource Collection for Academic Leaders is presented in four sections covering all aspects of faculty development, from establishing a faculty development program to ensuring experienced faculty’s continued growth. The four sections include: · Getting Started · Assessment and Evaluation · Mentoring · Development Across Faculty Careers

"I have been a character in academic fiction at least twice," Elaine Showalter writes, "once a voluptuous, promiscuous, drug-addicted bohemian, once a prudish, dumpy, judgmental frump. I hope I am not too easily identified in either of these guises . . . although I can tell you that I preferred being cast as the luscious Concord grape to my role as the withered prune."In the days before there were handbooks, self-help guides, or advice columns for graduate students and junior faculty, there were academic novels teaching us how a proper professor should speak, behave, dress, think, write, love, and (more than occasionally) solve murders. If many of these books are wildly funny, others paint pictures of failure and pain, of lives wasted or destroyed. Like the suburbs, Elaine Showalter notes, the campus can be the site of pastoral and refuge. But even ivory towers can be structurally unsound, or at least built with glass ceilings. Though we love to read about them, all is not well in the faculty towers, and the situation has been worsening.In Faculty Towers, Showalter takes a personal look at the ways novels about the academy have charted changes in the university and society since 1950. With her readings of C. P. Snow's idealized world of Cambridge dons, the globe-trotting antics of David Lodge's Morris Zapp, the sleuthing Kate Fansler in Amanda Cross's best-selling mystery series, or the recent spate of bitter novels in which narratives of sexual harassment seem to serve as fables of power, anger, and desire, Showalter holds a mirror up to the world she has inhabited over the course of a distinguished and often controversial career.

"I have been a character in academic fiction at least twice," Elaine Showalter writes, "once a voluptuous, promiscuous, drug-addicted bohemian, once a prudish, dumpy, judgmental frump. I hope I am not too easily identified in either of these guises . . . although I can tell you that I preferred being cast as the luscious Concord grape to my role as the withered prune."In the days before there were handbooks, self-help guides, or advice columns for graduate students and junior faculty, there were academic novels teaching us how a proper professor should speak, behave, dress, think, write, love, and (more than occasionally) solve murders. If many of these books are wildly funny, others paint pictures of failure and pain, of lives wasted or destroyed. Like the suburbs, Elaine Showalter notes, the campus can be the site of pastoral and refuge. But even ivory towers can be structurally unsound, or at least built with glass ceilings. Though we love to read about them, all is not well in the faculty towers, and the situation has been worsening.In Faculty Towers, Showalter takes a personal look at the ways novels about the academy have charted changes in the university and society since 1950. With her readings of C. P. Snow's idealized world of Cambridge dons, the globe-trotting antics of David Lodge's Morris Zapp, the sleuthing Kate Fansler in Amanda Cross's best-selling mystery series, or the recent spate of bitter novels in which narratives of sexual harassment seem to serve as fables of power, anger, and desire, Showalter holds a mirror up to the world she has inhabited over the course of a distinguished and often controversial career.

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This is the only book for new and mid-career faculty that delivers practical, evidence-based strategies for physician assistants, nurse practitioners, and other clinical professionals teaching in advanced health provider education programs. The text disseminates interprofessional teaching and learning strategies that can be used across advanced clinical disciplines. It also features sample curricula and syllabi, lecture tips, evaluation strategies, and in-depth information about state-of-the-art technology and virtual classrooms.Key pedagogical principles set a firm foundation for both novice and experienced educators, and practical applications and case examples offer concrete reinforcement. The text describes how to design and implement a curriculum that promotes cognitive diversity and inclusion, and examines ways to encourage leadership and scholarship. It addresses methods for fostering active learning and clinical reasoning through the use of technology, simulation, distance education, and student-centered pedagogy. Edited by experienced physician assistant and nurse practitioner faculty who are leaders in interprofessional education, the book distills the insight and expertise of top physician assistant, nursing, and physician educators and provides valuable tools that help faculty become effective educators in the United States and abroad.Key Features:Delivers cutting-edge “tools of the trade” for advanced health professions educatorsProvides evidence-based strategies for interprofessional educationDescribes key pedagogical principles for both beginning and advanced educatorsIncludes strategies to promote diversity and inclusiveness in the teaching environmentWeaves in practical applications and case examplesOffers strategies for faculty to establish and maintain work–life balanceIncludes digital ancillary materials for faculty use

This is the only book for new and mid-career faculty that delivers practical, evidence-based strategies for physician assistants, nurse practitioners, and other clinical professionals teaching in advanced health provider education programs. The text disseminates interprofessional teaching and learning strategies that can be used across advanced clinical disciplines. It also features sample curricula and syllabi, lecture tips, evaluation strategies, and in-depth information about state-of-the-art technology and virtual classrooms.Key pedagogical principles set a firm foundation for both novice and experienced educators, and practical applications and case examples offer concrete reinforcement. The text describes how to design and implement a curriculum that promotes cognitive diversity and inclusion, and examines ways to encourage leadership and scholarship. It addresses methods for fostering active learning and clinical reasoning through the use of technology, simulation, distance education, and student-centered pedagogy. Edited by experienced physician assistant and nurse practitioner faculty who are leaders in interprofessional education, the book distills the insight and expertise of top physician assistant, nursing, and physician educators and provides valuable tools that help faculty become effective educators in the United States and abroad.Key Features:Delivers cutting-edge “tools of the trade” for advanced health professions educatorsProvides evidence-based strategies for interprofessional educationDescribes key pedagogical principles for both beginning and advanced educatorsIncludes strategies to promote diversity and inclusiveness in the teaching environmentWeaves in practical applications and case examplesOffers strategies for faculty to establish and maintain work–life balanceIncludes digital ancillary materials for faculty use

Threatened by sharp cuts in state government support and stagnant federal research funding, Us public research universities are becoming fragile ecosystems. By charting flows of research dollars through a leading public research universitythe University of California, San Francisco (Ucsf)this book illuminates how such schools work to cope with these funding threats and how the challenges and coping strategies affect organization and direction of research. Academic leaders, faculty, administrators, and students will learn how a complex academic health center manages its revenues, expenses, and diverse academic cultures. For the first time, they can begin to understand arcane mysteries of indirect cost recovery, sponsored funds, capital investment, endowments, debt, and researchers' salaries.

Schools must ensure that children are granted the greatest opportunity for learning possible. This means not only developing students' academic capabilities, but providing support for their emotional, behavioral, and mental health needs as well. Readers will come away with: * An increased awareness of mental, emotional, and behavioral issues and their prevalence, * A clear understanding that meeting such needs is a matter of faith, residing at the heart of what Catholic schools do: bring human life to fullness, * A knowledge base concerning what Catholic schools currently do to meet student MEB needs and a deep immersion in the perceptions of current Catholic school leaders about how to do so better, and * An appreciation that only through strategic, data informed action can schools best support the children entrusted to their care. This book foregrounds the belief that student achievement, holistic student wellness, and overall school improvement will only be attained if mental, emotional, and behavioral health in Catholic schools is advanced and supported.

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