Preparing Faculty: Graduate Education's Role.

Autor/in	LaPidus, Jules B.
Titel	Preparing Faculty: Graduate Education's Role.
Quelle	In: AAHE Bulletin, (1987), S.3-6 (5 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	College Faculty; College Instruction; Doctoral Degrees; Graduate Study; Higher Education; Intellectual Disciplines; Postdoctoral Education; Research; Scholarship; Specialization; Teacher Education; Teaching Assistants; Teaching (Occupation); Undergraduate Study + Suchen Sie Ihr Suchwort? Fakultät; Hochschullehre; Doctoral degree; Doktorgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Forschung; Scholarships; Stipendium; Arbeitsteilige Spezialisierung; Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Grundstudium
Abstract	Perspectives on graduate education and the preparation of college faculty are considered, as well as the roles of the undergraduate and postgraduate years, by the president of the Council of Graduate Schools. Undergraduates usually pursue graduate studies because of research and scholarly interests, and graduate education is almost always discipline-based. Ph.D. education, at least in the arts and sciences, is focused on turning out scholars rather than training college teachers. After graduate school, training in research is generally viewed as appropriate preparation for a faculty career. Valuable experiences that could be emphasized during undergraduate education are general learning and bringing students interested in different disciplines the chance to share that excitement with other students through experiences like seminars. Using bright juniors/seniors to tutor beginning students can be a start in the recruitment process for teaching. Graduate schools can help develop effective programs for training graduate teaching assistants as college teachers. New Ph.D.s should be provided the chance to spend several years developing their teaching skills with the guidance of established faculty members. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01