You’re the Professor, Now What?

You’re the Professor, Now What?You’re the Professor, Now What?

• Above is our topic today, but . . . – Whoa, wait!– You don’t just walk into your first college job as

an Assistant Professor without a lot of preparation

– You’ve got your doctorate, big deal!

– Now, you are taking the first step on a long ladder, working toward personal, professional, & financial success

– NOW, what you do and how you do it can dictate success or failure in the career you have worked & prepared for during the last, well . . . many years

Your First Job Begins With . . . Your First Job Begins With . . .

• Finding a vacancy at a university that fits you

• Applying for the job• Researching the university

– All people, places, & things about the job and institution

– You may, hopefully, be doing this for several potential jobs at the same time

• You must be ready to interview at a moment’s notice– Telephone– On-campus interview

Am I in the Wrong Seminar?Am I in the Wrong Seminar?I’m supposed to be hearing about I’m supposed to be hearing about my first year my first year onon the job, this guy the job, this guy is talking about getting a job ???is talking about getting a job ???

• To be successful in your first job as an Assistant Professor . . .– I quote a line from a famous musical

“you’ve got to know the territory”• Often the new doctorate walks into a faculty

position thinking that they own the world– Fact:

• There are two worlds– Student– Faculty

Doctoral Student vs. Faculty Doctoral Student vs. Faculty MemberMember

• In many doctoral programs, you function as a teaching assistant, you associate with faculty members, and you often feel like a faculty member . . .

• BUT IT’S DIFFERENT ON THE OTHER SIDE OF THE FENCE ! ! !

Professor Doctoral Student

Today’s Principal FocusToday’s Principal FocusWe mainly will cover areas associated with:1. Researching & learning about kinds of

universities, structures, administration, professional expectations, & some things you have not learned in your doctoral classes that will slap you in the face when you arrive on campus, attend to business affairs, & start your job

2. The kind of institution where you gain employment usually contributes to how you will function as a faculty member

Teaching, Research/Creative Activity, & Service andand your behaviors, interactions, & associations with students, colleagues, and administrators

So What ?So What ?I came here today to learn about ME, as a

professor in a new music position at a university . . .

What’s all this stuff about researching before starting my job?

Well here is some recommended reading while in school, before your job, & during

your job

David P. Campbell. “If You Don't Know Where You're Going, You'll Probably End up Somewhere Else”

ISBN: 9780883473276

See: http://davidpcampbell.org/

THE THEME OF THIS THE THEME OF THIS PRESENTATIONPRESENTATION

Delimitation Before We StartDelimitation Before We StartToday, we don’t have time to cover the following:

1. Interpersonal relationships among colleagues2. Turf & territory3. Politics4. Competition for supplies, funds, travel support, and

students5. Balancing time between teaching & your professional

development & performance6. Creating a 25-hour day7. And, so on . . .These are some important areas that can impact the newassistant professor & often cause problems, influencing

teachingand learning• Unfortunately, these don’t stop at the end of the first

year

ADVICE FROM THE EXPERTSADVICE FROM THE EXPERTSIn my website for this seminar, see the link titled:

"Advice From The Experts: Former Students & Colleagues"

I have inserted the icon "NEW" to attract your attention to the line, although this material has been posted since I created the site for my OU-GMSA seminar

This listing of “on-the-job experiences” originated from MUS-750, Doctoral Seminar, a 3-credit class I taught at UNCG for many years. The objectives of this class were to prepare doctoral students for the real world of college teaching, and the content covered a broad spectrum of topics ranging from deciding on a retirement plan during the first few days through preparation for promotion and tenure.

THANKS TO THE EXPERTSTHANKS TO THE EXPERTS• Special appreciation goes to my former students, past

and present, who contributed to this list. You have here a wealth of information from “real” experience that will provide you with foresight, insight, and advice when you prepare for your first year of teaching in higher education.

• Statistics describing the contributors . . .– N = 16– Assistant Professor = 7– Associate Professor = 2– Full Professor = 6– No Rank = 1

– Not Tenured = 6(1 University Without a Tenure Structure)

– Tenured = 9– In Process = 1– Locations: Universities coast-to-coast

Begin With RESEARCH Begin With RESEARCH BeforeBefore A A Phone or On-campus InterviewPhone or On-campus Interview

Research ComprehensivelyResearch ComprehensivelyNOTE: Your research does not stop when you are hiredA logical hierarchy to guide your research is:1. University

– Large universities, liberal arts colleges, state colleges, private colleges, denominational colleges, research universities, teaching universities, etc.

2. School/department of music 3. Position (Obviously, you were hired for a specific

position!)4. Environment

– People – Places– Things– Community

Tools for Job ResearchTools for Job Research• University/school web pages

– your mentor/teacher should help you– call friends/peers/former teachers– school handbooks– university handbooks

• Now prepare for your first professorship whether you get the job or not– research techniques and gained information will

apply to other job interviews and jobs

• If you get the job, you’ll already know a lot about the school, environment, and position

• You’ll have a lot of other things to think about and do when you arrive on campus

Showing Some Ways to ResearchShowing Some Ways to Research

• Kinds of colleges/universities will determine a lot about how you function, expectations, and staying employed

• Many types of colleges and universities in the U.S.– Several different ways we classify them.

• Classifications: – State supported– History of a school, how and when it was first

established– How the school primarily functions now

Kinds of Colleges/UniversitiesKinds of Colleges/Universities

• Public Universities: – Usually state-affiliated

• Supported by public taxes• Many degrees and different fields of study• Schools or colleges within the university • Public universities relatively inexpensive for in-

state• Out-of-state students pay "out-of-state" tuition

– Competition for tuition waivers

•Faculty members, music divisions, and studios often compete for assistantships and waivers for “their” students

Small But Important CollegesSmall But Important Colleges• Liberal Arts Colleges:

– Usually small• Fewer than 1,000 students to several thousand

– Usually focused on undergraduate study• Arts and sciences disciplines: humanities, sciences, and

social sciences. – Less emphasis on professional studies– Often private schools

• Supported by tuition fees, private donations, and grants– Often highly-rated institutions

• Emphasize small classes• Individual attention to their students• Close relationship between faculty and students • Stringent admissions standards

– Examples:• Amherst, Williams, Swarthmore, Bowdoin, Smith, Mount

Holyoke, Vassar, Bryn Mawr, Oberlin, and Grinnell

Prestigious UniversitiesPrestigious Universities

• The Ivy League: Not officially formed until the 1950s– Include: Harvard, Yale, Princeton, Brown, Dartmouth,

Cornell, Columbia, and the University of Pennsylvania (a private college, not Penn State University)

• Emphasis on undergraduate liberal arts education• Also have noted graduate and professional schools • Very high tuition at these private schools • Admission is generally highly competitive

– You’ll teach a different kind/type of student vs. state universities

• Many other private and public universities that are highly rated with high admission standards– e.g., Stanford at Palo Alto, CA

Church-RelatedChurch-Related

• Denominational or Religiously-Affiliated Schools: – Many denominational universities in the

United States– They often are not controlled by stringent

admission standards, students may have extra requirements (attend chapel), administered by members of their religious group

– Some universities:• Notre Dame and Georgetown (both Catholic),

Brandeis and Yeshiva (Jewish), Brigham Young (Mormon), Duke and Southern Methodist University, (Methodist) and Earlham (Quaker).

Undergraduate UniversitiesUndergraduate Universities

• Undergraduate colleges offer a variety of liberal arts courses along with their technical subjects. Undergraduates admitted to these schools usually have especially strong backgrounds in math and sciences, as witnessed by grades and standardized test scores (e.g. SAT, ACT, or ATS).

• Examples: M.I.T. (the Massachusetts Institute of Technology), Cal Poly (California Polytechnic Institute), Georgia Tech (Georgia Institute of Technology), and W.P.I. (Worcester Polytechnic Institute) are a few of the noted schools in this category.

DescriptiveDescriptive• Liberal Arts Colleges or Universities

– Liberal arts colleges offer a broad base of courses in the humanities, social sciences, and sciences. Many are private and focus mainly on undergraduate students. Classes tend to be small and personal attention is available.

• Universities (long known as universities, not colleges)– Generally, a university is larger than a college and

offers more majors and research facilities. Class size often reflects institutional size and some classes may be taught by graduate students.

• Community or Junior Colleges– Community colleges offer a degree, certificate, or

similar credential after the completion of two years of full-time study.

• Usually have music programs

Other TypesOther Types

• Upper-Division Schools– Upper-division schools offer the last two years of undergraduate study,

usually in specialized programs leading to a bachelor's degree. You'd generally transfer to an upper-division college after completing an associate's degree or after finishing a second year of study at a four-year college.

• Agricultural, Technical, and Specialized Colleges– Have you made a clear decision about what you want to do with your

life? Specialized colleges emphasize preparation for specific careers. Examples include Art/music, Bible, Business, Health Science, Seminary/Rabbinical, and Teaching.

• Public vs. Private– Public colleges are usually less expensive, particularly for in-state

residents. They get most of their money from the state or local government.

• Learn about residency requirements. – Private colleges rely on tuition, fees, endowments, and other private

sources. • Probably smaller student-teacher ratio

Special UniversitiesSpecial Universities• Single-Sex

– Curricular offerings usually include special programs as appropriate to gender

• Often structured toward an elite clientele– The number of single-sex universities/colleges has

diminished• Religiously Affiliated Colleges: Some private

colleges are affiliated with a religious faith• Historically Black Colleges: Historically-black

colleges find their origins in the time when African American students were systematically denied access to most other institutions

• Hispanic-Serving Institutes: There are about 135 institutions designated by the federal government as "Hispanic-Serving."

Other classificationsOther classifications

• Doctoral Granting Universities – Creates a different flavor and environment, for example, in a School of Music

• Undergraduates and master’s students experience an advanced level of teaching, learning, and productivity

– Emphasize and support faculty research, there is a presence of expectations for faculty to do at least some publishing in peer reviewed journals or, in performance studies, engage in creative activity. Never hurts to work toward publishing, however.

– You should expect to mentor graduate students, serve on master’s an doctoral committees

– Might even teach graduate students or a graduate class.

– Eventually, you’ll serve on doctoral committees—exams, recitals, and dissertations.

• Master's Colleges and Universities – Universities that do not grant doctoral degrees.

– Probably less emphasis on research—faculty and students.

– You’ll likely need to do some publishing and professional activity, depending on the type of university.

– The emphasis on master’s theses has substantially diminished across 4-5 decades.

COLLEGE or UNIVERSITY ??COLLEGE or UNIVERSITY ??

• Reminder: I want to emphasize the fact that I have tossed around the labels “COLLEGE” and “UNIVERSITY” through the previous slides

• Folks, anymore in many cases there isn’t much difference– All of the kinds and classifications of institutions in

higher education we’ve covered and will cover in the next few slides, whether your job is in a college or university, is probably going to be insignificant

– Of greater importance, influencing HOW you function as a new assistant professor, are the classifications, kinds, and types of institutions we’ve talked about

COLLEGE or UNIVERSITY ??COLLEGE or UNIVERSITY ??

• Through the past 40 to 50 years we have experienced colleges changing their name to university—WHY?– In most cases, “university” is thought to be more

prestigious and academically prominent—maybe attracting more students. Maybe the trustees or board of governors feel more important because of the “university” label.

– Competition among institutions also has caused this change. If you were offered a similar job in the same geographic location at an institution of 400 students named “Noplace College” or in “Noplace University,” which would you select?

– Sometimes the changes we’ve seen through the years are amusing. A little college of 500 students, “Xxx College” suddenly changes their name to “Xxx University.”

• Nothing is different except the name.• You take it from here . . .

Classification Systems for Universities Classification Systems for Universities Description – RESEARCHDescription – RESEARCH

• The standard among large universities has been established by the Carnegie Commission on Higher Education in 1970 – Research focus

• Published classifications in 1973 for use by other researchers. – Classification system has undergone many

changes over the years

Current Category-Specific ChangesCurrent Category-Specific Changes CARNEGIE CLASSIFICATION CARNEGIE CLASSIFICATION

• Associate’s Colleges. – Include two-year colleges– Split into subcategories.

• The new Undergraduate Profile • Size & Setting classifications also differentiate

– Often there are opportunities to teach music in two-year colleges• Doctorate-granting Universities.

– Doctorate-granting institutions are differentiated as based on an explicit measure of research activity.

– Now look at a multi-measure index rather than the single measure of federal funding used in previous editions.

– Using the new methodology, they have identified three categories of doctorate-granting institutions. Because of these changes, the new categories are not directly comparable to those categories previously used.

• i.e., Research I & II and Doctoral I & II; and Doctoral/Research—Extensive and Intensive.

• Doctorate-granting Universities. – Includes institutions that award at least 20 doctoral degrees per

year

CARNEGIE CLASSIFICATIONSCARNEGIE CLASSIFICATIONS

• Also assessed are:

– Degree-production criteria for inclusion among doctorate-granting institutions.

– e.g., Doctoral degrees per year of at least 10 spanning at least three fields.

• Master’s Colleges and Universities.

– Split master’s institutions into three categories based on the volume of master’s degree production.

– Consider level of master’s degree production separating Baccalaureate and Master’s institutions.

• Baccalaureate Colleges.

– Have discontinued the use of the “Liberal Arts” terminology• Using terms “liberal arts college” and “liberal arts education

– Professional fields are represented among majors in roughly equal proportions.

Other Categories Of CollegesOther Categories Of Colleges

• Assoc/Pub-R-S: Associate’s—Public Rural-serving Small• Assoc/Pub-R-M: Associate’s—Public Rural-serving Medium• Assoc/Pub-R-L: Associate’s—Public Rural-serving Large• Assoc/Pub-S-SC: Associate’s—Public Suburban-serving Single

Campus• Assoc/Pub-S-MC: Associate’s—Public Suburban-serving

Multicampus• Assoc/Pub-U-SC: Associate’s—Public Urban-serving Single Campus• Assoc/Pub-U-MC: Associate’s—Public Urban-serving Multicampus• Assoc/Pub-Spec: Associate’s—Public Special Use• Assoc/PrivNFP: Associate’s—Private Not-for-profit• Assoc/PrivFP: Associate’s—Private For-profit• Assoc/Pub2in4: Associate’s—Public 2-year Colleges under

Universities• Assoc/Pub4: Associate’s—Public 4-year, Primarily Associate’s• Assoc/PrivNFP4: Associate’s—Private Not-for-profit 4-year,

Primarily Associate’s• Assoc/PrivFP4: Associate’s—Private For-profit 4-year, Primarily

Associate’s

3 CARNEGIE Research Classifications3 CARNEGIE Research ClassificationsCURRENTLY USEDCURRENTLY USED

• RU/VH: Research Universities (very high research activity)

• RU/H: Research Universities (high research activity)• DRU: Doctoral/Research Universities

• Master’s Colleges and Universities. Generally includes institutions that award at least 50 master's degrees and fewer than 20 doctoral degrees per year. (Some institutions above the master's degree threshold are included among Baccalaureate Colleges, and some below the threshold are included among Master's Colleges and Universities

• Technical Details: Excludes Special Focus Institutions and Tribal Colleges.

Research Rank of Universities (new-Research Rank of Universities (new-old)old)

• http://www.carnegiefoundation.org/classifications/index.asp?key=791

• Carnegie Commission Research Rating Revision• The Basic Classification is an update of the traditional classification

framework developed by the Carnegie Commission on Higher Education in 1970 to support its research program, and later published in 1973 for use by other researchers.

• RU/VH: Research Universities (very high research activity)• RU/H: Research Universities (high research activity)• DRU: Doctoral/Research Universities

– [old]• Because of these changes, the new categories are not comparable

to those previously used (Research I & II and Doctoral I & II; and Doctoral/Research—Extensive and Intensive).

• University of Oklahoma is Basic – old Class II: – RU/H: Research Universities (high research activity)

Master’s ClassificationsMaster’s Classifications

• Master’s/L: Master’s Colleges and Universities (larger programs)

• Master’s/M: Master’s Colleges and Universities (medium programs)

• Master’s/S: Master’s Colleges and Universities (smaller programs)

• Baccalaureate Colleges. Includes institutions where baccalaureate degrees represent at least 10 percent of all undergraduate degrees and that award fewer than 50 master's degrees or 20 doctoral degrees per year. (Some institutions above the master's degree threshold are also included; see Technical Details.) Excludes Special Focus Institutions and Tribal Colleges.

Baccalaureate ClassificationsBaccalaureate Classifications• Bac/A&S: Baccalaureate Colleges—Arts &

Sciences• Bac/Diverse: Baccalaureate Colleges—Diverse

Fields• Bac/Assoc: Baccalaureate/Associate’s Colleges• Special Focus Institutions. Institutions awarding

baccalaureate or higher-level degrees where a high concentration of degrees is in a single field or set of related fields.

• Others– Spec/Faith: Theological seminaries, Bible colleges,

and other faith-related institutions – Excludes Tribal Colleges

OKAY, Catch Your Breath ! ! !OKAY, Catch Your Breath ! ! !• You have just plowed through an unbelievable number of classifications

of universities• Does this information help you with being successful in your first job?

– Technically, considering these dozens of classifications, the details in the lists probably have no meaning and little impact on your experiences as a new assistant professor.

The objective in presenting these The objective in presenting these classifications is to open your eyes to the classifications is to open your eyes to the point of realizing that there are far more point of realizing that there are far more

factors influencing philosophies, structures, factors influencing philosophies, structures, and university governance in the nation than and university governance in the nation than

we realize.we realize. – We usually think of universities in terms of size and how they are supported. – When seeking and accepting a university position, you must realize that

there may be hidden regulatory elements which will influence you and your career.

• The following slides place these university profiles in a more familiar context. I have selected them to provide a variety of comparisons among institutions you may know, recognize and, perhaps, have experienced.

Comparisons of Familiar Comparisons of Familiar UniversitiesUniversities

You can find these comparisons and additional information at the following location. This

site is not well known, but can be very useful to you when seeking and accepting a job.

http://www.carnegiefoundation.org/classifications/index.asp?key=782

Some Comparisons We KnowSome Comparisons We Know

• The University of Oklahoma, Norman Campus

• Norman, Oklahoma

• Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 27,483 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts &

sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive

doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective,

higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

Comparisons of UniversitiesComparisons of Universities• The University of Texas at Austin

• Austin, Texas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 50,377

• Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts &

sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet:

Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more

selective, higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential

• Basic: RU/VH: Research Universities (very high research

activity)

Comparisons of UniversitiesComparisons of Universities• The University of North Texas

• Denton, Texas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 31,155 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts &


Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: MFT4/S/LTI: Medium full-time four-year,

selective, lower transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential

• Basic: RU/H: Research Universities (high research activity)

Comparisons of UniversitiesComparisons of Universities• The University of Central Oklahoma

• Edmond, Oklahoma

• Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 14,598 • Classification Category • Undergraduate Instructional Program: Prof+A&S/SGC: Professions

plus arts & sciences, some graduate coexistence • Graduate Instructional Program: Postbac-Comp: Postbaccalaureate

comprehensive • Enrollment Profile: VHU: Very high undergraduate • Undergraduate Profile: MFT4/S/HTI: Medium full-time four-year,


• Basic: Master's L: Master's Colleges and Universities

(larger programs)

Comparisons of UniversitiesComparisons of Universities• Oklahoma State University-Main Campus

• Stillwater, Oklahoma • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 23,819 • Classification Category • Undergraduate Instructional Program: Prof+A&S/HGC: Professions

plus arts & sciences, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet:

Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more

selective, higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

Comparisons of UniversitiesComparisons of Universities• The University of Kansas, Main Campus at Lawrence

• Lawrence, Kansas

• Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 26,980 • • Classification Category • • Undergraduate Instructional Program: Bal/HGC: Balanced arts &


Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/HTI: Full-time four-year, selective,

higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential


activity)

Comparisons of UniversitiesComparisons of Universities• Kansas State University

• Manhattan, Kansas• • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 23,151 • • Classification Category • • Undergraduate Instructional Program: Prof+A&S/HGC: Professions

plus arts & sciences, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet:

Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/LTI: Full-time four-year, selective,

lower transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/VH: Research Universities (very high research

activity)

Comparisons of UniversitiesComparisons of Universities• The University of North Carolina at Greensboro

• Greensboro, North Carolina• • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 15,329 • • Classification Category • • Undergraduate Instructional Program: Bal/HGC: Balanced arts &


Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/HTI: Full-time four-year, selective,

higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

Comparisons of UniversitiesComparisons of Universities• Florida State University

• Tallahassee, Florida• • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 38,431 • • Classification Category • • Undergraduate Instructional Program: Bal/HGC: Balanced arts &

sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet:

Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more



activity)

Comparisons of UniversitiesComparisons of Universities• The University of Michigan-Ann Arbor

• Ann Arbor, Michigan• • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 39,533 • • Classification Category • • Undergraduate Instructional Program: A&S+Prof/HGC: Arts &

sciences plus professions, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet:

Comprehensive doctoral with medical/veterinary • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/LTI: Full-time four-year, more

selective, lower transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/VH: Research Universities (very high research

activity)

Comparisons of UniversitiesComparisons of UniversitiesThe University of Rochester

• Rochester, New York

• Eastman School of Music• http://www.rochester.edu/academics/• http://www.esm.rochester.edu/• • Level: 4-year or above • Control: Private not-for-profit • Enrollment (Fall 2004): 8,329 • • Classification Category • • Undergraduate Instructional Program: A&S-F/HGC: Arts & sciences focus, high graduate

coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with

medical/veterinary • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/LTI: Full-time four-year, more selective, lower transfer-in • Size and Setting: M4/HR: Medium four-year, highly residential • Basic: RU/VH: Research Universities (very high research activity)

• Eastman SOM Promotion & Tenure schecule• http://www.esm.rochester.edu/inside/fshb/documents/PromotionTenureSchedule.pdf• http://www.esm.rochester.edu/inside/fshb/

Comparisons of UniversitiesComparisons of Universities• Appalachian State University

• Boone, North Carolina

• Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 14,653

• Classification Category

• Undergraduate Instructional Program: Prof+A&S/SGC: Professions plus arts & sciences, some graduate coexistence

• Graduate Instructional Program: S-Doc/Ed: Single doctoral (education) • Enrollment Profile: VHU: Very high undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher

transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: Master's L: Master's Colleges and Universities (larger programs) • This institution participated in the following elective classification: • Community Engagement: Curricular Engagement and Outreach & Partnerships

Changing Topics—Know Changing Topics—Know TerminologyTerminology

• Following are two slides that are presented to awaken your awareness to the fact that there are other differences among universities, especially schools/departments of music.

• When interviewing or moving to your new job, you must know traditions, expectations, and terminology (among many other things).

• The best example I can provide for you in this area of awareness is the widespread variance among schools of music when referring to studio teaching.

• The subject here is the terminology “applied music” vs. “performance studies.”

• The following two slides are self-explanatory; however, you will be very embarrassed (possibly labeled) if you go to a “performance” or “performance studies” school and use the “antiquated” term “applied music.”

Applied Music vs. Performance StudiesApplied Music vs. Performance Studies(Received from NASM)(Received from NASM)

October 25, 2005Dear Jim,

Your inquiry was forwarded to me by Xxxx Xxxxxxx.

It is indeed true that NASM has ceased its use of the generic term "applied music." As far back as25 years it was determined that the term "applied music" did not accurately describe the workbeing done in arts studies. The change was prompted by a breakdown in communication with thenon-musical world especially in higher education where "applied music" did not have anysignificant meaning to anyone who was not studying it. By referring to programs with namespecific to their content (Composition, Piano Performance, etc.), it is easier for students, faculty,and administrators to describe specifically what they do.

Unfortunately, this was a gradual shift and not something that was voted on directly or consideredin a Policy Analysis Paper, therefore we have no direct record of this change in terminology. Inspeaking with others about the vagueness of the term "applied music" you may certainly use theargument above and reference any NASM publication in the past 25 years (including the Handbook), which no longer use this antiquated term.

I hope this provides a sufficient response to your request. If you have any further questions orcomments, please do not hesitate to contact me directly.

Sincerely,Xxxxxx Xxxxxxx Assistant to the Executive DirectorNational Association of Schools of Music

Applied Music vs. Performance Applied Music vs. Performance StudiesStudies

March 6, 2009 Dear Professor Sherbon:

Thank you for your inquiry. Xxxx Xxxxxxxx has asked me to reply to your message below.

At this point there have not been developments on this issue since you last corresponded withXxxx. While NASM publications use the term “performance” rather than “applied music,” someinstitutions choose to maintain the “applied music” term. NASM respects that usage on theinstitutional level if that is their desire. If an institution uses the term “applied music” or offers adegree in applied music, the standards for performance apply as it pertains to their work withNASM and listing in the NASM directory. Also, some institutions still refer to “applied faculty” ratherthan performance faculty. Again, the conversion is done within the association, but NASM respectsthe choice of the institution to use this term. NASM is unable to provide information on the extentthat this term is still used because we do not have an accurate way of tracking its usage. WhileNASM does not currently use the term “applied music” in its regular work, it does not specificallyhave a policy against its general usage. I know this probably provides you with little or no

help, butyou may wish to recommend your students to use “performance” on their general

resumes, butwhen corresponding with institutions to research their usage and be familiar with it. We

have notheard of any problems that I know of with using performance rather than applied since it appearsthat many still feel that these terms are interchangeable, and make the conversion regularly.

Please let us know if we may provide any further information.

Best wishes,

Xxxxx XxxxxxxxxAssistant to the Executive DirectorNational Association of Schools of Music

Applied Music/Performance Applied Music/Performance StudiesStudies

• University of Texas at Austin class list• MUS-W460r Senior Recital Fee: $115.86• Hour(s) To be arranged. Preparation and

performance of a one hour public recital in the major instrument. Open only to music Performance Majors. Prerequisite: For Performance Majors approved to pursue a Pedagogy Emphasis, approval of the faculty

• For other Performance Majors, Music 420r and approval of the faculty.

Structures Within UniversitiesStructures Within Universities

UNCG Fall 2009UNCG Fall 2009

Administrative Chart OU (Partial)Administrative Chart OU (Partial)

Okay, You Arrive on Campus Okay, You Arrive on Campus to Start Your Jobto Start Your Job

• I will not comment on the next slides except to emphasize the extent of decisions, housekeeping, and business not directly associated with teaching, that you will be faced with upon arrival at your new job.

• I want to emphasize the importance of being prepared to select your benefits—ESPECIALLY YOUR RETIREMENT PLAN. – Research retirement plans early with

“experts,” because the wrong choice at the beginning of your career can impact you in many ways the rest of your life.

You Arrive On Campus—Follow These You Arrive On Campus—Follow These StepsSteps

• Welcome to The University of Oklahoma! Please complete your new employee packet and return the signed and dated forms to

– HR Payroll and Records, if employed on the Norman campus

• Steps 1 through 7 and Step 9, if applicable, must be completed within the first three days of employment. Incomplete or late forms can cause delays in processing your pay.

• Step 1• Complete the I-9 (Employment Eligibility and Verification) form• The purpose of this form is to document that each new employee (both citizen and

non-citizen) hired after November 6, 1986 is authorized to work in the United States.

• Step 2• Complete Employee Personal Data form• • Step 3• Complete Loyalty Oath• • Step 4• Complete Employee’s Withholding Allowance Certificate (W-4)• Purpose. Complete Form W-4 so that your employer can withhold the correct federal

income tax from your pay.

Keep GoingKeep Going• Step 5• Complete Automatic Deposit Transmittal or Direct Deposit Authorization

• Step 6• Sign Staff Handbook Acknowledgement

• Step 7• Read and sign Acceptable Use of Information Systems form (OUHSC employees only)

• Step 8• Complete Required Training.

• Step 9• Complete the Foreign Employee Information Form (Foreign Employees Only)

• Step 10• Review tuberculosis testing policy and complete testing if appropriate (Norman employees

only)

• Step 11• Complete Vaccine History form (OUHSC employees only)

• Step 12• Begin OU Benefits enrollment

• Step 13• Review Retirement options

Faculty Load Credit ExampleFaculty Load Credit Example

11

22

33

44

55

Typical Promotion Track—Up or Typical Promotion Track—Up or OutOut

Hypothetical Career Path Stages Hypothetical Career Path Stages You May Experience in Higher You May Experience in Higher

EducationEducationIMTE: Instrumental Music Teacher EducatorsOnline Proceedings, A Biennial Colloquiumfor Teachers of Instrumental Music MethodsDeer Creek Resort & Conference CenterMt. Sterling, OHhttp://imte.webhop.org/

Credit to: James Austin, University of ColoradoRacing to Tenure, then Longing for Retirement: Reflecting on Our Motivation to Work2nd Biennial Colloquium, May 17-20, 2007.

Hypothetical Career Path Stages Hypothetical Career Path Stages in Higher Educationin Higher Education

• You will experience stages in your career– Career Stage – changing jobs– Philosophical Mindset– Pervasive/Spreading Emotions– Motivation Orientation

Hypothetical Career Path Stages in Hypothetical Career Path Stages in Higher EducationHigher Education

• Pre-Reappointment (1-3 years)Idealism (goal & process orientation)Wonder, Excitement, Enthusiasm, OptimismIntrinsic

Pre-Tenured (4-6 years)Realism/Pragmatism (results matter)Hope, Confusion, Fear, FrustrationIntrinsic Extrinsic

Hypothetical Career Path Stages in Hypothetical Career Path Stages in Higher EducationHigher Education

• Tenure & Emergence (7-9)Rationalism (making sense)Elation, Relief, Weariness, EmptinessExtrinsic Intrinsic

• Senior Faculty (10+)Path 1 – Dogmatism/Stubborn/Opinionated/SkepticismEnvy, Shame, Guilt, DisillusionmentExtrinsic

• Path 2 - Consequentialism/Value from Consequences,Courage, Confidence, Pride, CompletenessIntrinsic

Tenure Defined - 1 Tenure Defined - 1

• TENURE DEFINED/DESCRIBED• P&T Schedule - Credit to The University of Utah• See also:

http://www.ncsu.edu/policies/employment/faculty/POL05.20.1.php

The normal pre-tenure probationary period shall be six years. The seventh year is not a probationary year; it is either a year that commences tenure status or a year of employment under a terminal contract.

Tenure is that provision of employment attained after completion of a probationary period during which the probationer's performance is found to be such as to make him or her an asset to the institution because of his or her abilities as a scholar, a teacher, a researcher, a librarian, or an Extension worker. It is the policy of the University to reward such outstanding performance of tenure-eligible faculty members by tenure and/or promotion.

Tenure Defined - 2Tenure Defined - 2Tenure is a means to certain ends, specifically: freedom of teaching,

research, and other academic endeavor, and a sufficient degree of economic security to make the profession attractive to men and women of ability. Freedom and economic security for faculty are indispensable to the success of a university in fulfilling its obligations to its students and to society.

To hold a position with tenure means that appointment to such a position is permanent and is not subject to dismissal or reduction in rank, and is not subject to termination or reduction in status except for reasons such as:

Incompetence, including significant, sustained unsatisfactory performance after the faculty member has been given an opportunity to remedy such performance and fails to do so within a reasonable time.

Neglect of duty, including sustained failure to meet assigned classes or to perform other significant faculty professional obligations.

Misconduct of such a nature as to indicate that the individual is unfit to serve as a member of the faculty, including violations of professional ethics, mistreatment of students or other employee, research misconduct, financial fraud, criminal, or other illegal, inappropriate or unethical conduct.

Conclusion of Seminar – Slide 1Conclusion of Seminar – Slide 1• I have only scratched the surface

regarding experiences you may encounter when entering and experiencing your first year as an associate professor.

• In the next few slides, I will randomly list some bits of personal advice that are based on almost 50 years of teaching. These may not fit you; however, please read them, take notes, and keep a reference list that you may find useful as you begin your career.

• REMEMBER: Consult “ADVICE FROM THE EXPERTS” listings in this website.

Conclusion – Slide 2Conclusion – Slide 2• Do not burn bridges

– Tenured faculty vote on your promotion and tenure• Find a mentor

– If you are assigned a mentor, that person might not be the best fit for you. You can make your own friends and contacts.

• Do not read your end-of-semester student evaluations on your own.– Find a “dear and trustworthy friend,” ask them to read

them and give you a “tempered” summary. – Student evaluations can be devastating to a new

teacher.– The research literature has supported the lack of validity

of student evaluations for many years. Why do universities continue this waste of time and effort?

– Two kinds of students generally write the comments. (1) those who love you and (2) those who hate you.

– Point is made: Check http://www.ratemyprofessors.com/

Conclusion – Slide 3Conclusion – Slide 3• Ask questions and advice, even if you think

you know the answers.– You can establish good relationships by making

colleagues feel wanted, needed, and important.• Attend performances and recitals

– Select carefully, you can’t attend all of them. You will quickly learn which are the most important.

• Make friends with the secretaries– Also the custodians

• BE RESPONSIBLE, NEVER LATE WITH DEADLINES—Administration, students, colleagues, or arriving on time.

Conclusion – Slide 4Conclusion – Slide 4• If asked, do it!

– But, don’t allow yourself to be exploited. Usually a quiet conversation at an appropriate time with a good explanation will ease excessive burdens.

• COMMUNICATE – Many of the main problems you will encounter

throughout your career will be caused by lack of communication or a misunderstanding of meanings and actions.

• Keep professional records– You’ll need them for many reasons, especially

promotion & tenure– If you don’t record a professional activity and save

documentation at the time of occurrence, you can easily forget important things.

– Also, use the P & T format for organization and you’ll be ahead of the game when “that” time comes.

Conclusion – Slide 5Conclusion – Slide 5• If required to post office hours, keep them• Make yourself visible

– Look busy even if you aren’t

• Do not voice opinions unless you know who is listening

• University Faculty Handbook– Read, study, and understand

• If you don’t understand, ask

– Handbooks come in many forms, but contain very important rules, regulations, policies, etc. that will serve as your guide.

– The Handbook will contain promotion & tenure information and procedures

• Use the forms provided to structure your continuing professional dossier

Conclusion – Slide 6Conclusion – Slide 6• School/Department of Music Faculty

Handbook– Read, study, and understand

• If you don’t understand, ask

– Handbooks come in many forms, but contain very important rules, regulations, policies, etc. that will serve as your guide.

– The Handbook will contain very important information that governs responsibilities in your position

– These handbooks usually cover a broad range of information that you will need• How to schedule recitals, load credit formulas, and

how you are expected to function in your job

Conclusion – Slide 7Conclusion – Slide 7• Speaking and emailing

– The walls of music buildings are very thin and verbal grapevines grow fast and thick

– Be careful about what you say, even to those with whom you feel trustworthy• Complaints, criticisms, comments about colleagues

tend to get to the wrong person regardless of how careful and trusting you are

– NEVER: Email anything more important than the weather to anyone, well maybe this is a little extreme•RULE FOR YOUR CAREER: NEVER send an email

that is critical, controversial, personal and private, or even mildly questionable in content before sleeping on it overnight. Your messages will look different the next day.

Conclusion – Slide 8Conclusion – Slide 8

• Get out of the building and out of town– Important to build your name and image on a

local, state, regional, and national level—even international

– Attend professional meetings– Present/perform at professional meetings– Seek offices in professional organizations– Trade recitals with colleagues at other

universities– Do workshops, guest conduct, become active

within your major field• Meetings, public schools, professional events• Make a “name” for yourself

Conclusion – Slide 9Conclusion – Slide 9

• PUBLISH ! ! ! – Whether you are in performance, history,

theory, music education, etc., a publication(s) in a refereed journal will help your professional image substantially—especially important for P&T• Performance studies & creative activity

– Remember, some members of a university promotion & tenure committee might not place recitals and publications on the same level of importance, although they are listed together

• Refereed journal = A manuscript submitted for publication that is reviewed by peers or an editorial board vs. a manuscript that is submitted to an editor and is not critiqued and accepted by an editorial board

ConclusionConclusion• Be cautious and keep your eyes and ears

open– Faculty members in a school/department of

music work closely and often teach different subjects to the same students

– Faculty members in a school/department of music have different interests and often guard their major areas carefully• Be cautious that whatever you do may overlap

another area and infringe on “territory” – Proposing a new class, scheduling an event, asking for

students to be excused to attend “your” event, placing undue requirements on students that will infringe on time and work needed for another class, and doing anything that may disrupt another faculty member’s interests or agenda can have a negative impact on you

The EndThe EndThe EndThe End

• Be considerate for other people• Think/ask before acting• Work to develop a psychological

understanding of your colleagues and administration

You are starting the first step of a new journey. communication,

knowledge, and awareness are key ingredients to success

• Be considerate for other people• Think/ask before acting• Work to develop a psychological

understanding of your colleagues and administration

You are starting the first step of a new journey. communication,

knowledge, and awareness are key ingredients to success

Documents

You’re the Professor, Now What?