Developing writing, then teaching, amongst new faculty

Boice, Robert

doi:10.1007/bf02207905

Cited by 10 publications

(8 citation statements)

References 24 publications

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“…For the new faculty, especially, the circles strengthen scholarly identity in the context of collegial interaction and engagement. And the same reflective process-preparation, feedback, revision-can be used to strengthen teaching and service (Boice, 1995). Research Circles are not a "dramatic overhaul" of the tenure and promotion process called for by Tierney and Bensimon (1996).…”

Section: Setting Up Research Circles As An Institutional Practicementioning

confidence: 98%

“…These include, for instance, access to resources designed to increase teaching effectiveness. Boice (1995) argued that focusing either on writing or teaching is counterproductive, as such a bifurcation in a faculty development program fails to connect both teaching and writing as good practices. He proposed that faculty development efforts need to encourage junior faculty to engage in writing so that they can apply the processes of good writing, such as getting feedback, on their teaching.…”

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confidence: 98%

“…Other scholars (e.g., Boice, 1992Boice, , 1995Boice, , 2000Boyle & Boice, 1998;Menges, 1999;Sorcinelli & Austin, 1992) have examined the effectiveness of acculturation strategies, such as mentoring and faculty development programs. Bode (1999) argued that both mentoring and collegiality have been found to be effective in increasing the success of the new faculty.…”

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confidence: 98%

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Research Circles: Supporting the Scholarship of Junior Faculty

et al. 2005

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This article describes and assesses "Research Circles" as a mechanism for enhancing faculty collegiality and research. Recently established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence. Based on the end-of-year evaluations, journals, and focus groups, the coauthors described themes that emerged from their participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing.

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Section: Setting Up Research Circles As An Institutional Practicementioning

confidence: 98%

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confidence: 98%

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confidence: 98%

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Research Circles: Supporting the Scholarship of Junior Faculty

et al. 2005

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“…Addressing the broader context of successful scholarship in higher education across disciplines, Boice (1995) has suggested that new assistant professors are typically underprepared and that the majority of them find or devote minimal time to scholarship. In this regard, Boice (1995) asserted that The majority of new faculty, especially women and minorities, report experiences of surprising neglect as apprentice researchers/writers. .…”

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confidence: 99%

“…writing, new faculty remain doubtful and inefficient, rushing but never quite catching up, rarely meeting their career plans or potentials. (p. 415) Boice (1991Boice ( ,1995 also examined differences between the 10% to 13% of new faculty who achieved productivity as scholars during their 1st year and their peers who were less successful. Specific to scholarship, the "quick starters" devoted a minimum of 3 hours each week to scholarship, and they integrated research with teaching (Boice, 1991, p. 111).…”

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How Entry‐Level Assistant Professors Master the Art and Science of Successful Scholarship

Magnuson

Davis

Christensen

et al. 2003

The Journal of Humanistic Counseling, Education and Development

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Toward an understanding of academic and nonacademic tasks procrastinated by students: The use of daily logs

Ferrari

Scher

2000

Psychol. Schs.

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For five consecutive days, at either the beginning or the end of a term, college students (30 women, 7 men) listed daily academic and nonacademic tasks they intended to complete and whether they actually completed them. Students reported nonacademic tasks (e.g., household chores, making telephone calls, exercising, and playing sports) as completed most often regardless of the time within the term. Results from 2 (early vs. later sessions) by 2 (completed vs. not completed tasks) by 2 (academic vs. nonacademic tasks) ANOVAs found that procrastinated tasks early in the term were more effortful and anxiety provoking than any other task during the term. Procrastinated academic tasks (e.g., homework, reading assignments, studying) in the early part of a term were rated as unpleasurable, while students reported later in the term that pleasantness of the task did not affect whether it was procrastinated or completed. These results imply that academic and nonacademic tasks should be challenging, yet fun, to heighten the likelihood that they are completed by students.

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Developing writing, then teaching, amongst new faculty

Cited by 10 publications

References 24 publications

Research Circles: Supporting the Scholarship of Junior Faculty

Research Circles: Supporting the Scholarship of Junior Faculty

How Entry‐Level Assistant Professors Master the Art and Science of Successful Scholarship

Toward an understanding of academic and nonacademic tasks procrastinated by students: The use of daily logs

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