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Preparing the New Psychology Professoriate: Helping Graduate Students Become Competent Teachers

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Table of Contents

	Preface Bill Buskist, Auburn University Barney Beins, Ithaca College Vincent Hevern, Le Moyne College	vii-ix
Part 1. Introduction
1.	To Train or Not to Train; That is the Question David J. Wimer and Loreto R. Prieto, The University of Akron Steven A. Meyers, Roosevelt University	pp. 2-9
2.	The Shifting Currents of Scholarship and Teaching in the Ecologies of Academic Careers Neil Lutsky, Carleton College	pp. 10-15
Part 2. Models of Teacher Training
3.	Preparing Future Psychology Faculty at the University of New Hampshire Victor A. Benassi and Kenneth Fuld, University of New Hampshire	pp. 17-23
4.	The University of Illinois, Urbana-Champaign Psychology Department New TA Orientation: De-Stress, Model, and Inform Sandra Goss Lucas, University of Illinois	pp. 24-30
5.	From Apprentice to Professional: Community College Teacher Training Bryan K. Saville, Stephen F. Austin State University	pp. 31-36
6.	GTA Training at Appalachian State University Paul A. Fox, Appalachian State University	pp. 37-41
7.	Training and Evaluating Master's-Level Graduate Teaching Assistants Stephen F. Davis and Cathy A. Grover, Emporia State University Susan R. Burns, Morningside College	pp. 42-48
8.	The Evolution of a Teaching Seminar at a Research University Richard A. Griggs, University of Florida	pp. 49-53
9.	Graduate Student Teacher Training at The University of Georgia Katherine Kipp, Tracy Lambert, and Carrie Rosengart The University of Georgia	pp. 54-57
10.	GTA Training in the Psychology Department at Auburn University John L. Clifton, Jared W. Keeley, and Amber M. Henslee Auburn University	pp. 58-61
11.	Visions and Realities in Preparing College Teachers James H. Korn, Saint Louis University	pp. 62-68
Part 3: The Successful Job Applicant: What Academic Departments Seek in New Assistant Professors
12.	Qualities and Abilities Our Psychology Department Seeks in Outstanding Job Candidates Jerry Rudmann, Irvine Valley Community College	pp. 70-77
13.	Characteristics of Successful Community College Academicians Ann Tway Ewing, Mesa Community College	pp. 78-82
14.	Desirable Qualities in Psychology Faculty at Tuskegee University Marcia J. Rossi and Reginald A. Gougis, Tuskegee University	pp. 83-86
15.	The Successful Job Applicant at Alabama State University Tina Vazin, Alabama State University	pp. 87-90
16.	Applying to Teach at Religiously-Affiliated Institutions: Advice for New Psychology Faculty Vincent W. Hevern, Le Moyne College	pp. 91-94
17.	Prospects for the New Professoriate at Brigham Young University Hal Miller and A. Manja Larcher, Brigham Young University	pp. 95-98
18.	Four Desirable Qualities for Teaching at a Small Liberal Arts College Ruth L. Ault, Davidson College	pp. 99-103
19.	The Office Next Door: Making Yourself an Excellent Faculty Candidate Kenneth D. Keith, University of San Diego	pp. 104-109
20.	Ithaca College: Balancing Teaching and Scholarship Ann Lynn, Ithaca College	pp. 110-113
21.	The Successful Job Applicant: What the University of Nebraska-Kearny Seeks in a New Assistant Professor Richard L. Miller, Robert F. Rycek, and William J.Wozniak University of Nebraska at Kearney	pp. 114-117
22.	Kennesaw State University: Teaching is the Key Randolph A. Smith, Kennesaw State University	pp. 118-121
23.	Hiring a New Assistant Professor at a Large Mid-Level Public University D. F. Barone, D. F. Graybill, and T. S. Critchfield Illinois State University	pp. 122-126
24.	The Successful Job Applicant: What Syracuse University Seeks in New Assistant Professors Larry Lewandowski, Syracuse University	pp. 127-133
Part 4: Making the Transition from Graduate Student to Assistant Professor: Six Exemplars
25.	An Office of Your Own: The Virtues and Challenges of Independence as a New Faculty Member Amy T. Galloway, Appalachian State University	pp. 135-138
26.	Transition Part One: 1999-2004 William Douglas Woody, University of Northern Colorado	pp. 139-143
27.	Making the Transition from Graduate Student to Assistant Professor Amy Hackney, Georgia Southern University	pp. 144-147
28.	My First Year as Assistant Professor: Learning to be Free Brian L. Burke, Fort Lewis College	pp. 148-151
29.	It's a Wonderful Life Laura L. Vernon, Auburn University	pp. 152-156
30.	Moving On: Making the Transition from Graduate Student to Faculty Member Tracy E. Zinn, Stephen F. Austin State University	pp. 157-161
Part 5: Selected Bibliography in College and University Teaching
31.	Books to Enhance Your Teaching Life Baron Perlman, University of Wisconsin-Oshkosh	pp. 163-167

Acknowledgments

The editors are grateful for the experience of working with such a talented and insightful group of authors -- 46 in total -- who contributed the chapters to this volume. They were enthusiastic responding to our solicitation that they contribute their considerable expertise across the 31 chapters that make up this book. They also collectively adhered to our tight deadlines and requests for corrections and rewrites with a generosity that made this process all the more rewarding.

We must also recognize the work of a dedicated group of consulting editors who formed an editoral board to review, comment, and critique each chapter in the book. We were determined to employ a referee process in the development of this electronic text that would reflect the commitment of the scholarship of teaching in psychology to professional standards of academic authorship and peer review.

The editors are grateful for and wish to acknowledge the the work of the editorial board members listed below who served as independent reviewers of the individual chapters in the text. They offered the authors and the primary editors very helpful comments and critiques which improved this volume tremendously.

Consulting Editors

Virginia Andreoli Mathie, James Madison University
Susan Becker, Mesa State College
Trisha A. Benson, Auburn University
Andrew N. Christopher, Albion College
Ramie Cooney, Creighton University
Dana S. Dunn, Moravian College
Vanessa Fazio, Suffolk University
Abby Heckman, Georgia Institute of Technology
Amber Henslee, Auburn University
Matt Hertenstein, DePauw Univerity
G. William Hill IV, Kennesaw State University
Steve H. Hobbs, Augusta State University
Jessica Irons, Auburn University
Cheri Jacobs, Savannah College of Art and Design
Dave Johnson, John Brown University
Jared Keeley, Auburn University
Mark Krank, University of Montana
Maureen McCarthy, American Psychological Association
Linda M. Noble, Kennesaw State University
David Pittenger, University of Tennessee at Chattanooga
Erin B. Rasmussen, Idaho State University
Jeanine Ray, Kent State University
Loretta Rieser-Daniel, West Chester University of Pennsylvania
Todd A. Smitherman, Auburn University
Michael Spiegler, Providence College
Kenneth M. Steele, Appalachian State University
Mark Ware, Creighton University
Kenneth A.Weaver, Emporia State University
Valerie Whittlesey, Kennesaw State University
Janie H. Wilson, Georgia Southern University
Elizabeth Yost Hammer, Loyola Universtiy

Feedback

Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book's editors, Bill Buskist, Barney Beins, and Vinny Hevern. They (authors and editors) are solely responsible for the substance of the text.

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