Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career

Abstract

The long anticipated retirement of significant numbers of senior faculty members is occurring at a time when societal expectations of academic institutions are expanding. Parents, employers, and legislators are interested in the quality of teaching provided by colleges and universities. Learning outcomes are emphasized, including traditional subject matter expertise and skills as well as abilities to use technology effectively, integrate and apply knowledge, and solve openended problems. Legislators and community leaders call for greater attention by faculty members to apply knowledge to solve societal problems. These same constituencies expect university research to aid local and regional economic development. All of these expectations take place for the most part within tight financial constraints. Without doubt, the individuals replacing retiring faculty members must demonstrate a wider array of talents than their predecessors, as well as higher levels of productivity (Fairweather

Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

“…It has been noted that the experience GTAs gain while teaching is nearly the only opportunity to advance their development as future professors (Austin, 2002;Luo, Grady, & Bellows, 2001;Wise, 2011). The operationalization of reflective activities and exploratory endeavors that could instill in GTAs the desire to become reflective practitioners are typically circumscribed to the few occasions in which GTAs are required to engage in pedagogical training.…”

Positive emotions: passionate scholarship and student transformation

“…The research instrument-as-intervention created critical reflective space that enabled the expression of feelings about learning (Austin, 2002;Beard et al, 2007;Crossman, 2007). The data offers tantalising though insufficient glimpses of transformational emotions that have potential to propel the student along a continuing ontological trajectory.…”

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

“…In the context of this article, "socialization" refers to how graduate students come to adapt to academic and institutional norms and behaviors, and to the graduate student role (Antony & Taylor, 2001;Austin, 2002;Austin & McDaniels, 2006;Gardner, 2008aGardner, & 2008bNyquist, et al, 1999;Weidman & Stein, 2003;Weidman, Twale, & Stein, 2001). Through various socializing relationships and practices, students start as newcomers to an institution, academic department, or program, and learn how to negotiate and navigate their academic and disciplinary communities (Baker, Pifer, & Flemion, 2013;Gardner, 2008b;Golde, 2005;Lovitts, 2005;Sallee, 2011).…”

“…Teaching assistantships provide students with a partial view of what academic careers entail, including the time and effort needed to provide students with classroom instruction and office hours, as well as the need to balance teaching responsibilities with research and service (Austin, 2002;Kinoshita, Amelink, & Knight, 2016;Mena, Diefes-Dux, & Capobianco, 2013).…”