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- Preparing the New Psychology Professoriate (2/e)
| DescriptionThis 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) Download e-book PDF (1.7 Mb)
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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 FeedbackFeedback 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 NoticesThe 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. 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