Society for the Teaching of Psychology
Division 2 of the American Psychological Association


Description

This book--the second edition of Preparing the New Psychology Professoriate: Helping Graduate Students Become Competent Teacher--is intended to provide graduate students interested in pursuing an academic career with a detailed introduction to the transition from graduate school to the academy. It is chock full of excellent advice for how graduate students might successfully navigate this transition and thrive in their new work environment.

ISBN: 978-1-941804-33-9

Edited By: Jessica N. Busler (Auburn University), Bernard C. Beins (Ithaca College) and William Buskist (Auburn University)


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Table of Contents

Editors and Contributors……………………………………………………………………………………………………….6

Preface………………………………………………………………………………………………………………………..………..9

Part 1:        Introduction                                                          

Chapter 1:     Preparing Psychology Graduate Students to Teach:  Where Are We and Where Are We Going?

                        Steven A. Meyers………………………………………………………………………………………….11

Chapter 2:     The Shifting Currents of Scholarship and Teaching in the Ecologies of Academic Careers

                        Neil Lutsky……………………………………………………………………………………….………..…18

Chapter 3:     A Wealth of Riches: The Society for the Teaching of Psychology

                        R. Eric Landrum and Bernard C. Beins……………………………………………………….….23

Chapter 4:    The Graduate Student Teaching Association (GSTA): An Oral History Project

                        Christina Shane-Simpson, Svetlana Jović, Rita Obeid,

                        Theresa Fiani, and Patricia J. Brooks……………………………..……………………………..27

Chapter 5:     On the Importance of Attending Teaching Conferences

                        Natalie K. Lawrence and Janie H. Wilson .…………………..……………………………….36

Chapter 6:     The Role of University Teaching and Learning Centers in Graduate Student Teaching Competencies

                        James E. Groccia and Emad A. Ismail ……………………………………………………….….41

Part 2:         Exemplary Models of Preparing Graduate Students For Teaching

Chapter 7:      A Work in Progress, the Teaching of Psychology Course at Appalachian State University

                        Paul A. Fox, Amy T. Galloway, and Robyn L. Kondrad ………………………………....50

Chapter 8:      Master’s-Level Psychology Graduate Teaching Assistants: Early Training Program for Future College Teachers 

                        Cathy A. Grover ……………………………………………………………………………………………56

Chapter 9:      Training our “Trainers”: Teaching Graduate Students to Teach Psychology

                        Sharon Bowman ………………………………………………………………………………………….64

Chapter 10:    Preparing Future Psychology Faculty at the University of New Hampshire

                        Victor A. Benassi, Robert C. Drugan, Kenneth Fuld,

                        Brett K. Gibson, and Michelle D. Leichtman …………………………………………………70

Chapter 11:   Training Tomorrow's Teachers: Graduate Training in University Instruction in the Department of Psychology at Washington State University

                        Samantha Swindell, Lee W. Daffin Jr., and Lisa R. Fournier………………………….76

Chapter 12:   Utah State University’s Approach to Preparing the 

New Teaching Professoriate

                        Scott C. Bates……………………………………………………………………………………………….82

Chapter 13:   Teaching Teaching Means Going Meta

            Beth Morling………………………………………………………………………………………………..88

Chapter 14:   The Teaching Program for Psychology GTAs at Auburn University

                        Jessica N. Busler…………………………………………………………………………………………..95

Chapter 15:   Preparing the New Professoriate at the University of South Florida

                        Jane A. Noll…………………………………………………………………………………………………101

Chapter 16:   Teaching of Psychology Course at California State University San Marcos

                        Marie D. Thomas and Elisa Grant-Vallone………………………………………….………106

Chapter 17:   Principles and Practices of Graduate TA Training at The Ohio State University

                        Melissa Beers, Jennifer Belding, and Maggie Mehling……………………………….113

Part 3:        The Successful Job Applicant: What Academic Departments Seek in New Assistant Professors

Chapter 18:   Qualities and Abilities Our Psychology Department Seeks in Outstanding Job Candidates

                        Jerry Rudmann……………………………………………………………………………………………121

Chapter 19:   Characteristics of Successful Community College Academicians

                        Ann T. Ewing ……………………………………………………………………………………………..127

Chapter 20:   Highline College: A Diverse Community College

                        Sue Frantz, Michele Manber, and Garth Neufeld……………………………………….132

Chapter 21:   New Faculty as Colleagues and Change Agents

                        Karen Brakke………………………………………………………………………………………………139

Chapter 22:   Preparing for a Faculty Position at Alabama State University

                        Tina Vazin…………………………………………………………………………………………………..144

Chapter 23:   Seeking a Teacher-Scholar in the School of Psychological Sciences at the University of Northern Colorado

                        William Douglas Woody and Mark B. Alcorn………………………………………………148

Chapter 24:   Teaching at Religiously-Affiliated Institutions: Considerations for Psychology Faculty Applicants

                        Vincent W. Hevern……………………………………………………………………………………..154

Chapter 25:   Prospects for the New Professoriate at Brigham Young University

                        Harold L. Miller, Jr., Diego Flores, and Veronika Tait………………………………….158

Chapter 26:   The Successful Job Applicant at Kennesaw State University

                        Amy M. Buddie…………………………………………………………………………………………..162

Chapter 27:   Four Desirable Qualities for Teaching at a Small Liberal Arts College

                        Ruth L. Ault…………………………………………………………………………………………………167

Chapter 28:   Finding Faculty Who Fit at a Large Mid-Level Public University: General and Institution-Specific Considerations

                        Thomas S. Critchfield and J. Scott Jordan……………………………………………………170

Chapter 29:   Ten Suggestions for Securing a Faculty Position at a Selective Liberal Arts School

                        Jordan D. Troisi, Andrew N. Christopher, and W. Robert Batsell, Jr……………177

Chapter 30:   Successful Job Applicants at Large State Universities

                        Jason F. Sikorski and Ericka K. Bruce…………………………………………………………..185

Chapter 31:   Landing Your First Job: Finding Your Ideal Fit

                        Michael C. Anziano and Brian L. Burke……………………………………………………….191

Chapter 32:   Won’t You Be My Neighbor?  Making Yourself an Excellent Faculty Candidate

                        Kenneth D. Keith and Jennifer Zwolinski…………………………………………………….198

Chapter 33:   What Comprehensive Primarily Undergraduate Institutions Look for When Hiring New Faculty

                        Richard L. Miller……………………………………………………………………………….………..205

Part 4:         Making the Transition from Graduate Student to Assistant Professor: Nine Exemplars

Chapter 34:   Transitioning into the Role of Assistant Professor

                        Jessica J. Good……………………………………………………………………………………………209

Chapter 35:   Transitioning from Graduate School to the Academy: Redefining our Roles as Researcher and Teacher

                        Stephanie E. Afful and Karen Wilson…………………………………………………………..214

Chapter 36:   Turning Your Foundation into a Launching Pad

                        Jennifer J. Stiegler-Balfour………………………………………………………………………….220

Chapter 37:   My Love Affair with Teaching

                        Sadie Leder Elder………………………………………………………………………………………..226

Chapter 38:   Transitioning from Graduate School to the Professoriate

                        Christopher R. Howard……………………………………………………………………………....231

Chapter 39:   Is the Grass Greener on the Other Side of the Lectern? Transitioning From Graduate Student to Faculty Member

                        Amber M. Henslee…………………………………………………………………………………..…237

Chapter 40:   Navigating the Transition from Trainee to Assistant Professor

                        Todd A. Smitherman…………………………………………………………………………..………243

Chapter 41:   All But Dissertation” as an Assistant Professor: The Transition from Wearing Two Hats to One

                        Megan R. Heinicke……………………………………………………………………………………..249

Chapter 42:   Thriving--Not Surviving--During the Transition from Graduate School to Academia

                        Jared W. Keeley………………………………………………………………………………………….253

Part 5:         Selected Bibliography in College and University Teaching

Chapter 43:   Useful Books and Web sites for Developing Pedagogy in the Teaching of Psychology

Patricia J. Brooks, Emily A. A. Dow, Svetlana Jović,

Philip Kreniske,  Aliza Panjwani, Jeremy Sawyer,

Anna M. Schwartz, Christina Shane-Simpson,

Francis D. Yannaco, and P. Ozlem Yuksel-Sokmen………………………………………258

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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. They (authors and editors) are solely responsible for the substance of the text. Feedback regarding technical matters of formatting or accessibility of this text via the online environment of the Internet should be directed to the Internet Editor. If you have any complaints or difficulties in accessing these materials, be sure to provide as detailed a description of your problem(s) as you can; you should include information about the browser you are using and the type of computer you are using.

Copyright and Other Legal Notices

The individual essays and chapters contained within this collection are Copyright © 2014 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2014 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) <http://teachpsych.org/> appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use).  No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:
Busler, J. N., Beins, B. C., & Buskist, B. (2014). Preparing the new psychology professoriate: Helping graduate students become competent teachers, 2nd ed. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/page-1862898/

Individual chapters may be referenced in this fashion:
Meyers, S. A. (2014). Preparing psychology graduate students to teach: Where are we and where are we going? In J. N. Busler, B. C. Beins, & B. Buskist (Eds.) Preparing the New Psychology Professoriate: Helping Graduate Students Become Competent Teachers, 2nd ed. Retrieved from the Society for the Teaching of Psychology web site:http://teachpsych.org/page-1862898

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