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Institutional Cultures That Support New and Prospective Faculty in Scholarly Teaching: An Analysis of Research

Hoover, Mary Catherine (2006) Institutional Cultures That Support New and Prospective Faculty in Scholarly Teaching: An Analysis of Research. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract: New and prospective faculty often enter the professoriate with less than adequate preparation for the many roles and expectations of the position, particularly in regard to teaching requirements. In spite of the fact that teaching responsibilities consume large amounts of new faculty time, they frequently are not emphasized in the doctoral preparation experience, nor in the new-faculty orientation process. Most prospective and new faculty do not understand the importance of the teaching culture of an institution, nor how to go about assessing that culture to determine the level and nature of support offered for teaching. New faculty need to evaluate the institutional fit between their own teaching and research priorities and those of the institution. In addition, those who enter graduate school with the ambition of one day entering the professoriate would be wise to understand the nature of their institution's teaching culture, as it directly affects the level and amount of training that graduate students receive as future instructors. This study reviewed the literature related to programs and practices that research universities have in place that help to form the culture of support for scholarly teaching on campus. The product of this review is a set of guidelines and related criteria intended to help new and prospective faculty assess the teaching culture of a research institution based on specific guidelines, as well as related criteria for each guideline. After compiling and defining the guidelines and related criteria for this study, feedback was gathered from individuals who are involved in related research and/or work in the field. The purpose of this effort was for these professionals to gauge whether the findings were relevant, viable, or lacking in any way. Based on the feedback and information that was received, changes were made to the proposed guidelines and related criteria. The resulting document should be helpful for new and prospective faculty to review prior to attending graduate school or accepting a professional position in academe.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Hoover, Mary Catherinemch11@pitt.eduMCH11
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairNelson, Glenngmnelson@pitt.eduGMNELSON
Committee MemberTrovato, Charlenetrovato@pitt.eduTROVATO
Committee MemberDavis, Dianedjdavis@pitt.eduDJDAVIS
Committee MemberGoodwin, Suesgoodwin@pitt.eduSGOODWIN
Date: 21 April 2006
Date Type: Completion
Defense Date: 21 March 2006
Approval Date: 21 April 2006
Submission Date: 20 April 2006
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: ; Institutional Cultures; Preparing Doctoral Students; Teaching Cultures; Scholarly Teaching; Supporting New Faculty
Other ID:, etd-04202006-151508
Date Deposited: 10 Nov 2011 19:39
Last Modified: 15 Nov 2016 13:41


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