The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides ...the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' "signature programs," and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the o
We report here an iterative synthesis of long helical perylene diimide (hPDIn) nanoribbons with a length up to 16 fused benzene rings. These contorted, ladder-type conjugated, and atomically precise ...nanoribbons show great potential as organic fast-charging and long-lifetime battery cathodes. By tuning the length of the hPDIn oligomers, we can simultaneously modulate the electrical conductivity and ionic diffusivity of the material. The length of the ladders adjusts both the conjugation for electron transport and the contortion for lithium-ion transport. The longest oligomer, hPDI6, when fabricated as the cathode in lithium batteries, features both high electrical conductivity and high ionic diffusivity. This electrode material exhibits a high power density and can be charged in less than 1 min to 66% of its maximum capacity. Remarkably, this material also has exceptional cycling stability and can operate for up to 10,000 charging–discharging cycles without any appreciable capacity decay. The design principles described here chart a clear path for organic battery electrodes that are sustainable, fast-charging, and long lasting.
Based on a four-year, qualitative study of graduate students, the article discusses graduate student development, students' perceptions of the academic career, and graduate students' suggestions for ...improving graduate socialization experiences. The article concludes with recommendations and policy questions for faculty advisors, chairpersons, teaching assistant supervisors, and graduate deans.
Two methane migration mechanisms have been proposed for coarse‐grained gas hydrate reservoirs: short‐range diffusive gas migration and long‐range advective fluid transport from depth. Herein, we ...demonstrate that short‐range fluid flow due to overpressure in marine sediments is a significant additional methane transport mechanism that allows hydrate to precipitate in large quantities in thick, coarse‐grained hydrate reservoirs. Two‐dimensional simulations demonstrate that this migration mechanism, short‐range advective transport, can supply significant amounts of dissolved gas and is unencumbered by limitations of the other two end‐member mechanisms. Short‐range advective migration can increase the amount of methane delivered to sands as compared to the slow process of diffusion, yet it is not necessarily limited by effective porosity reduction as is typical of updip advection from a deep source.
Key Points
Short‐range advection is proposed as a methane migration mechanism in marine hydrate‐bearing sands
Hydrate distributions in overpressured coarse‐grained sands are hypothesized as functions of sand dip angle
Two‐dimensional basin‐scale simulations show overpressured flow focusing as a significant means of methane transport in sands
Shaping Your Career Haviland, Don; Ortiz, Anna M.; Henriques, Laura
2017, 2023-07-03, 2017-10-31, 2017-10-19
eBook
Going beyond providing you with the tools, strategies, and approaches that you need to navigate the complexity of academic life, Don Haviland, Anna Ortiz, and Laura Henriques offer an empowering ...framework for taking ownership of and becoming an active agent in shaping your career.This book recognizes, as its point of departure, that faculty are rarely prepared for the range of roles they need to play or the varied institutions in which they may work, let alone understand how to navigate institutional context, manage the politics of academe, develop positive professional relationships, align individual goals with institutional expectations, or possess the time management skills to juggle the conflicting demands on their time.The book is infused by the authors' love for what they do while also recognizing the challenging nature of their work. In demonstrating how you can manage your career, they weave in the personal and institutional dimensions of their experience and offer vignettes from their longitudinal study of pre-tenure faculty to illustrate typical issues you may have to contend with, and normalize many of the concerns you may face as a new member of the academy. This book offers you:
The resources, tips, and strategies to develop a strong, healthy career as a faculty member
Empowerment- you take ownership of and become an active agent in shaping your career
Advice and strategies to help women and members of traditionally underrepresented racial and ethnic groups navigate institutional structures that affect them differently
An understanding of the changing nature of academic work, and of how to grow and succeed in this new environment
While explicitly addressed to early career faculty, this book's message of empowerment is of equal utility for full-time faculty, both tenure-track and non-tenure track, and can usefully serve as a text for graduate courses. Department chairs, deans, and faculty developers will find it a useful resource to offer their new
Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in ...academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can—and must—change.
In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including
• implementing inclusive recruitment and hiring practices
• addressing biased evaluation methods
• establishing equitable tenure and promotion processes
• strengthening accountability structures, particularly among senior leadership
• improving unwelcoming department climates and cultures
• supporting dual-career couples
• offering flexible work arrangements that accommodate personal lives
• promoting faculty professional development and advancement
Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies—one focusing on Case Western Reserve University, a second on the University of Texas at El Paso, and a third on the University of Wisconsin–Madison—they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.
Despite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. ...programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success. Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today's graduate student population, addresses the needs of today's changing student demography and considers the challenges today's graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master's and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom. Foreword written by Ann E. Austin.
Students’ demand for online learning continues. At the same time, results of multiple studies from the early 2000s through the present day point to a set of common concerns that may explain faculty ...members’ hesitation and resistance to online teaching. However, less is known about how faculty members experience online teaching, especially the “essential elements” of work that the literature shows relate to positive workplace outcomes. Essential elements of work, as defined by Gappa, Austin, and Trice (
2007
) include flexibility and balance, academic freedom and autonomy, professional relationships, and professional growth. Findings from interviews with 19 faculty members showed that online teaching simultaneously enabled and frustrated faculty’s experiences of the “essential elements.” We recommend ways in which administrators can address these frustrations and highlight the positive aspects of online teaching.
PDF
