Literaturnachweis - Detailanzeige
| Autor/in | Sheridan, Harriet W. |
|---|---|
| Institution | American Association for Higher Education, Washington, DC. |
| Titel | The Compleat Professor, Jr. |
| Quelle | In: AAHE Bulletin, 41 (1988) 4, S.3-7 (7 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Academic Rank (Professional); College Faculty; Education Courses; Faculty Development; Graduate Students; Higher Education; Professors; Scholarship; Teacher Education; Teacher Improvement; Tenured Faculty |
| Abstract | The issues of teacher training and what it takes to be a "compleat professor" are addressed. Faculty members find themselves trapped in the value system of the profession, knowing that status is gained through scholarly productivity, wanting to gain satisfaction from teaching but unprepared for its demands and buffeted by the changes in the national political and social agenda. In the university, concerns about teaching are generally regarded as the second-best preoccupation of those who have not been successful in the world of scholarship. The compleat professor must be a productive scholar in a discipline and must have knowledge of different learning styles. If the old-style compleat professor is set in his ways, the compleat professor, jr. may still be educable. Very few universities offer course-length instruction in teaching issues, but programs at Stanford, Harvard, Cornell, Iowa State, University of Washington, Syracuse, University of Massachusetts and University of Chicago are noted. The Center for the Advancement of College Teaching at Brown University employs various means to prepare teaching assistants (TAs) for enriched careers as compleat professors. They include the following: graduate students should observe faculty from different disciplines who were chosen for their success as teachers and scholars; the compleat professor jr. should discuss with a range of faculty the forces shaping the content of each course of study; faculty with international scholarly reputations should illustrate the role that scholarship has played in their success; and undergraduates should talk with TAs about what they value in a teacher. (SM) |
| Anmerkungen | American Association for Higher Education, One Dupont Circle, Suite 600, Washington, DC 20036 (free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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