Books: Advice for Faculty
Available for check-out at the Faculty Center (call 2-7419 or come to 4450 WSC)
The Academic's Handbook. 3rd Edition (Table of Contents)
“This rather meaty volume, now in its third printing (the first edition debuted about 20 years ago) considers everything a budding academic should know about professorial life. It’s aimed primarily at newly-minted Ph.D.s who’ve just landed on the shores of academe, but it also speaks to graduate students ready to shove off. In this sense, it’s both a primer and a warning shot across the bow.”
--Mark Drozdowski, Adjunct Advocate (Amazon Editorial Review)
A. Leigh DeNeef and Craufurd D. Goodwin, Editors, Duke University, 2007.
The Compleat Academic: A Career Guide. 2nd Edition. (Table of Contents)
Darley, John M., Mark P. Zanna, Henry L. Roediger III. Washington, D.C.: American Psychology Association, 2003.
Coping with Faculty Stress: Survival Skills for Scholars (Table of Contents)
Gmelch, Walter H., Coping with Faculty Stress: Survival Skills for Scholars, Newbury Park, CA: Sage Publications, Inc., 1993.
Good Start: A Guidebook for New Faculty in Liberal Arts Colleges (Table of Contents)
Life on The Tenure Track: Lessons from the First Year (Table of Contents)
"With humor and pathos, Jim Lang tells a powerful story of his first year as a college teacher, offering a wealth of insights that will help graduate students and new faculty -- and maybe even not-so-new faculty -- learn to survive and flourish as good teachers. I came away with a renewed appreciation of the very real challenges and opportunities we face as educators." ( Ken Bain, author of What the Best College Teachers Do)
Lang, James M. Life on the Tenure Track: Lessons from the First Year. Baltimore, MD: John Hopkins, 2005.
Lifting a Ton of Feathers: A Women's Guide to Surviving in the Academic World (Table of Contents)
Women account for more than half of all undergraduate students in the United States and Canada, yet they make up only 10 per cent of faculty members at the level of full professor. What keeps women out of the highest levels of academia? Caplan is a veteran of the academic career struggle, and she explores this question with her own oberservations and those of many women she has interviewed, and with a strong backing of established research. She provides a clear assessment of what women who have embarked on an academic career, and those who are considering it, may expect. (Counci of Ontario Universities Committee on the Status of Women.
Caplan, Paula J. (1995). Lifting a Ton of Feathers: A Women's Guide to Surviving in the Academic World. Toronto: University of Toronto Press.
Making Time, Making Change: Avoiding Overload in College Teaching (Table of Contents)
Lack of time may be the single most commonly experienced problem among American faculty. It is fair to say that the overwhelming majority of the roughly 400,000 full time faculty in American colleges and universities feel overloaded in their teaching lives; they perceive that they do not have time to do their basic faculty duties properly; and they believe that overload goes with the job. We complain yet we do not reflect on and evaluate our paradigms for how we use our time. Perhaps a pernicious norm has evolved: anyone not complaining about being overwhelmed is suspect. We act as if we have no choice. Einstein once remarked, "Insanity is doing the same thing over and over again and expecting different results." A Lakota Sioux saying puts the idea in concrete terms, "When your horse is dead, the proper strategy is to dismount." When it comes to avoiding overload, many of us sit on our dead horses kicking them in the sides over and over again, insanely, wondering why we don't get anywhere. However, we do have choices about how we use our time. Einstein suggested a way to discover our choices when he further observed, "Problems cannot be solved at the same level of awareness that created them." Essentially, that is the objective of this book: to elevate our awareness of how we use our time and how we might improve that use of time. We need to shift our perspective on using time from subject (a perspective from which we act naively) to object (a perspective on which we act intentionally). The tool that we will use to stimulate this shift in awareness comes from a vintage analysis of systems theory and research and focuses on managing the boundaries of our teaching selves better. In Making Time, Making Change, author Douglas Reimondo Robertson leads you on the road to a more rewarding, and less harried, teaching life! (Amazon Editorial Review)
Robertson, D. R. (2003). Making Time, Making Change: Avoiding Overload in College Teaching. Stillwater, Oklahoma: New Forums Press.
Mentor in A Manual: Climbing the Academic Ladder to Tenure (Table of Contents)
New Faculty: A Practical Guide for Academic Beginners (Table of Contents)
". . .a clearly structured, accessible, and informative primer targeted to full-time faculty members, particularly those in the early years of their appointment. It holds a distinctive place within the growing body of literature on faculty development . . . [T]he authors' ability to weave their attentiveness to the actual questions and concerns most frequently posed by new faculty members into the fabric of academic life contributes enormously to the credibility of the book. . . Many of us will be grateful for the effort."--Bernadette McNary-Zak, Rhodes College (Amazon Editorial Review)
Lucas, Christopher J. and John w. Murray, Jr. (2002). New Faculty: A Practical Guide for Academic Beginners. New York: Palgrave.
The New Professor's Handbook: A Guide to Teaching and Research in Engineering and Science (Table of Contents)
Now What?: Readings on Surviving (and Even Enjoying) Your First Experience at College Teaching (Table of Contents)
Janes, Joseph and Hauer Soderholm, Diane. (1988). Now What? Readings on Surviving (and Even Enjoying) Your First Experience at College Teaching. Graduate School Center for Instructional Development Syracuse University. Copley Publishing Group, Littleton Massachusetts.