New Faculty: A Practical Guide for Academic Beginners

307 Pages·2011·1.612 MB·English

by  Christopher J. Lucas, John W. Murry Jr. (auth.)

REVISED
&
UPDATED
NEW

FACULTY
A PRACTICAL GUIDE FOR ACADEMIC BEGINNERS

THIRD EDITION
Christopher J. Lucas and John W. Murry, Jr.
NEW FACULTY

NEW FACULTY
A PRACTICAL GUIDE
FOR ACADEMIC BEGINNERS
THIRD EDITION
Christopher J. Lucas and John W. Murry, Jr.
new faculty
Copyright © Christopher J. Lucas and John W. Murry, Jr., 2002, 2007, 2011.
Softcover reprint of the hardcover 3rd edition 2011 978-0-230-11514-9
All rights reserved. No part of this book may be used or reproduced in any
manner whatsoever without written permission except in the case of brief
quotations embodied in critical articles or reviews.
First edition published in hardcover in 2002 by
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ISBN 978-0-230-11486-9 ISBN 978-0-230-12008-2 (eBook)
DOI 10.1057/9780230120082
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Third edition: September 2011
TABLE OF CONTENTS
Acknowledgments vii
About the Authors ix
Preface xi
Part I
Preliminary Considerations
1. Institutional Environment and
the Academic Community 3
2. Faculty Mentoring 23
Part II
Faculty Work Activities
3. Teaching: Lectures and Discussion 41
4. Active Learning and Other Instructional
Management Issues 73
5. Advising Students 107
6. Getting Published 133
7. The Art of Grantsmanship 167
8. Faculty Service 189
9. Legal Issues and the Professoriate 213
Part III
Concluding Considerations
10. Further Thoughts 241
Notes 267
Index 289

ACKNOWLEDGMENTS
Thanks are owed to Shontarius Aiken, Barbara Goodman, Carol
Warner, Michelle Schleibaum, and Chris Arnold for assistance with
source materials; to the staff of the Faculty Support and Teaching Cen-
ter at the University of Arkansas-Fayetteville for their cooperation; and
to Peggy Catron-Ping for her invaluable editorial scrutiny of successive
manuscript drafts. We are indebted to colleagues and peers elsewhere
across the country who provided illustrative commentary and anecdotal
material used throughout. A special debt of gratitude is owed Sonja
Bennett for her assistance in the preparation of the manuscript. Support
from Michael Flamini, Meg Weaver, Karin Bolender, Amanda Johnson,
and others at Palgrave in carrying this project forward is also greatly
appreciated. In preparing the revised edition of this work, special thanks
were owed to Sherrie Starkey, Brigitte Shull, Jared Smith, Ronna Turner,
and Cheryl Murphy. We are greatly indebted to Tamara St. Marthe for
her invaluable assistance and we also want to thank Kaylan Connally of
Palgrave M acmillan for her support and help in the preparation of this
third edition.

ABOUT THE AUTHORS
Christopher J. Lucas is currently Professor of Higher Education and for-
mer Head of the Department of Educational Leadership, Counseling, and
Foundations in the College of Education and Health Professions, University
of Arkansas-Fayetteville. He holds degrees from Syracuse University (B.A.),
Northwestern University (M.A.T.), and Ohio State University (Ph.D.).
He previously served as Interim Director of the Center for International
Programs and Studies and Professor of Education Policy Studies at the
University of Missouri-Columbia, and subsequently as Chair of the Depart-
ment of Educational Psychology and Leadership at Kent State University.
He is the author or editor of 14 previous books. Lucas is former president
of the American Educational Studies Association, the Society of Professors
of Education, and the Council of Learned Societies in Education.
John W. Murry, Jr., is currently Program Coordinator and Associate
Professor of Higher Education. He formerly served as Associate Dean for
Administration and Interim Department Head in the College of Education
and Health Professions at the University of Arkansas-Fayetteville. He holds
B.S.B.A., M.B.A., J.D., and Ed.D. degrees from the University of Arkansas.
He has served as a faculty member at Mesa State College in Grand Junc-
tion, Colorado, and Henderson State University in Arkadelphia, Arkansas.
Murry is a member of the National Association of College and University
Attorneys (NACUA) and Association for the Study of Higher Education
(ASHE).