Entering the Academy: Entering the Academy: The Art & Science of The Art & Science of

Being a Faculty MemberBeing a Faculty Member   

Entering the Academy: Entering the Academy: The Art & Science of The Art & Science of

Being a Faculty MemberBeing a Faculty Member   

Edwin D. Bell

Department of Educational Leadership, Counseling, and Professional Services

Edwin D. Bell

Department of Educational Leadership, Counseling, and Professional Services

The Big ThreeThe Big Three

• Teaching

• Research

• Service

• Teaching

• Research

• Service

TeachingTeaching

• Many of you have not had formal training in Malcolm Knowles’ concept of andragogy, i.e., the art and science of educating adult learners.

• Many of you have not had formal training in Malcolm Knowles’ concept of andragogy, i.e., the art and science of educating adult learners.

Andragogy PrinciplesAndragogy Principles

• 1. Adults need to be involved in the planning and evaluation of their instruction.

• 1. Adults need to be involved in the planning and evaluation of their instruction.

Principles (continued)Principles (continued)

• 2. Experience (including mistakes) provides the basis for learning activities. (Opportunities to revise academic work are important.)

• 2. Experience (including mistakes) provides the basis for learning activities. (Opportunities to revise academic work are important.)

Principles (continued)Principles (continued)

• 3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life. (You need to know your students, their prior experiences and goals.)

• 3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life. (You need to know your students, their prior experiences and goals.)

Principles (continued)Principles (continued)

• 4. Adult learning is problem-centered rather than content-oriented. (Andragogy (M. Knowles), n.d.)

• 4. Adult learning is problem-centered rather than content-oriented. (Andragogy (M. Knowles), n.d.)

Teaching - ContinuedTeaching - Continued

• Each profession has journals and conferences that discuss the best practices of teaching in the field. For Example, see the Teaching Professor

• Each profession has journals and conferences that discuss the best practices of teaching in the field. For Example, see the Teaching Professor

Teaching - ContinuedTeaching - Continued

• Join a community of learners to reflect and discuss effective teaching.

• Contact the Center for Excellence in Teaching and Learning (CETL) at WSSU

• Join a community of learners to reflect and discuss effective teaching.

• Contact the Center for Excellence in Teaching and Learning (CETL) at WSSU

Teaching - ContinuedTeaching - Continued

• Work with your subject librarian from O’Kelly Library to utilize the libraries instructional resources

• Work with your subject librarian from O’Kelly Library to utilize the libraries instructional resources

ResearchResearch

• Research can be an area of contention at institutions that are in transition

• The faculty are expected to not only be effective teachers, but also scholars, and service providers.

• Research can be an area of contention at institutions that are in transition

• The faculty are expected to not only be effective teachers, but also scholars, and service providers.

Research - continuedResearch - continued

• In 1990 Ernest Boyer published a book through the Carnegie Foundation called Scholarship Reconsidered.

• The concepts of the book are still being debated today. See this article

• In 1990 Ernest Boyer published a book through the Carnegie Foundation called Scholarship Reconsidered.

• The concepts of the book are still being debated today. See this article

Boyer’s ViewBoyer’s View

• Boyer, who died in 1995, saw the traditional definition of scholarship -- new knowledge through laboratory breakthroughs, journal articles or new books -- as too narrow.

• Boyer, who died in 1995, saw the traditional definition of scholarship -- new knowledge through laboratory breakthroughs, journal articles or new books -- as too narrow.

Boyer’s View (continued)Boyer’s View (continued)

• Scholarship, Boyer argued, also encompassed the application of knowledge, the engagement of scholars with the broader world, and the way scholars teach. (Inside Higher Education, 2007)

• Scholarship, Boyer argued, also encompassed the application of knowledge, the engagement of scholars with the broader world, and the way scholars teach. (Inside Higher Education, 2007)

Research - continuedResearch - continued

• 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.

• 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.

ServiceService

• UNC Tomorrow – has indentified important roles for the university system in service to the citizens of the state of North Carolina.

• Read the report, read the WSSU’s response.

• UNC Tomorrow – has indentified important roles for the university system in service to the citizens of the state of North Carolina.

• Read the report, read the WSSU’s response.

Service (continued)Service (continued)

• Read WSSU’s Strategic Plan• Read WSSU’s Strategic Plan

Service - continuedService - continued

• Let them influence your plans for service.

• Read the relevant literature to guide your service

• Evaluate the impact of your service and write about it.

• Let them influence your plans for service.

• Read the relevant literature to guide your service

• Evaluate the impact of your service and write about it.

BalanceBalance

BalanceBalance

• Develop a 3-year plan for your teaching, scholarship, and service.

• Get advice and feedback, from administrators, senior faculty, and professional peers outside of WSSU on your progress.

• Develop a 3-year plan for your teaching, scholarship, and service.

• Get advice and feedback, from administrators, senior faculty, and professional peers outside of WSSU on your progress.

BalanceBalance

• How are you supposed to balance all of this and still have a life?

• Collaborate with your colleagues locally, state-wide, nationally, and internationally.

• How are you supposed to balance all of this and still have a life?

• Collaborate with your colleagues locally, state-wide, nationally, and internationally.

Balance - continuedBalance - continued

• Make a continual commitment to your professional growth and development (there is always something new to learn)

• Make a continual commitment to have fun

• Make a continual commitment to your professional growth and development (there is always something new to learn)

• Make a continual commitment to have fun

QuestionsQuestions

• What can you do next?• What can you do next?

ReferencesReferences

• Andragogy (M. Knowles) (n.d.) Retrieved on March 5, 2011 from http://tip.psychology.org/knowles.html

• Andragogy (M. Knowles) (n.d.) Retrieved on March 5, 2011 from http://tip.psychology.org/knowles.html

References (Continued)References (Continued)

• Insider Higher Education (October 2, 2007). “Scholarship reconsidered” as tenure policy. Retrieved March 5, 20011 from http://www.insidehighered.com/news/2007/10/02/wcu

• Insider Higher Education (October 2, 2007). “Scholarship reconsidered” as tenure policy. Retrieved March 5, 20011 from http://www.insidehighered.com/news/2007/10/02/wcu