Institutions matter: Campus teaching environments' impact on senior faculty

LaCelle‐Peterson, Mark; Finkelstein, Martín

doi:10.1002/tl.37219935504

Cited by 11 publications

(5 citation statements)

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“…Secondly, ignoring mid-to late-career faculty also promotes a perception that many are "deadwood who [have] stopped contributing to the institution the day they were tenured" (Romano et al, 2004, p. 25). This perception has tended to prevail in spite of literature that has shown most established academics enjoy their teaching and care a great deal about their students' learning (LaCelle-Peterson & Finkelstein, 1993;Kanuka, Jugdev & Heller, 2008). Research has also shown that "repetitive teaching assignments, lack of discussion about teaching at department meetings and the autonomy associated with their instructional role contribute to burnout" (Romano et al 2004, p. 24).…”

Section: Discussionmentioning

confidence: 99%

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Anuik¹

2021

johepal

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Academics who are in mid-to late-stages of their career are often overlooked as participants when leaders of higher education are planning continuing learning opportunities. The reasons are varied but typically originate from a lack of understanding about this long and important phase in an academic's career. Prior research has reported that a crisis can happen at this career apex, illustrating a need for continuing learning. Many academics who move into midcareer encounter issues such as plateauing (e.g., no longer finding new research results), career disappointments (e.g., no longer able to attain research funding), and changing perspectives about their priorities (e.g., publication outputs are no longer a priority). The purpose of this study was to extend our understanding of the value of continuing learning for mid-to late-career faculty. We conducted a study on the perceived value and impact of continuing learning for mid-to late-career academics. Our findings indicate that when development centres are planning activities for mid-to late-career faculty, it will have the greatest value when (a) based on careerstage appropriate needs (e.g., high priority areas identified); and (b) activities are directed to mid-to late-career academics. While prior research has shown that interaction and collaboration are important for mid-to late-career academics, findings from this study indicate technical and practical knowledge are a higher priority.

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Section: Discussionmentioning

confidence: 99%

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Anuik¹

2021

johepal

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“…Based on an extensive review of research literature, this model hypothesizes that the prevailing psychological climate at an institution has a direct affect on teaching and learning outcomes. Support for this hypothesis is found in a recent study by LaCelle- Peterson and Finkelstein ( 1993). Based on responses from 111 faculty members on eleven New Jersey campuses, they conclude that "teaching vitality is, at least in part, a product of a positive teaching climate" (p. 21).…”

Section: A Positive Institutional Climate For Teachingmentioning

confidence: 97%

Improving Teaching Across the Academy: Gleanings From Research

Ward

1995

To Improve the Academy

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The field of faculty development is at least thirty years old, and although we have learned many things about improving teaching skills during that time, we have not developed many definitive answers to the larger questions of our craft; e.g., how do we raise the status and quality of teaching across an entire institution? This article surveys the research literature to ascertain what we do know about these questions, with the hope that it will stimulate a dialogue among faculty developers that will yield a fuller understanding of these broad issues.

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“…Support for this hypothesis is found in a recent study by LaCelle- Peterson and Finkelstein ( 1993). Based on responses from 111 faculty members on eleven New Jersey campuses, they conclude that "teaching vitality is, at least in part, a product of a positive teaching climate" (p. 21).…”

Section: A Positive Institutional Climate For Teachingmentioning

confidence: 97%

Improving Teaching Across the Academy: Gleanings From Research

Ward¹

1995

To Improve the Academy

View full text Add to dashboard Cite

Institutions matter: Campus teaching environments' impact on senior faculty

Cited by 11 publications

References 0 publications

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

The Post-tenure Apex: Unrewarding, Unproductive, Unhappy. Is Continuing Learning a Remedy for Mid-Career Misery?

Improving Teaching Across the Academy: Gleanings From Research

Improving Teaching Across the Academy: Gleanings From Research

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