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Research

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Bhavsar, G.P., Grote, K.G., Galvan, M.C., Tyutina, S.V., Guan, S.A., Stapleton, L.D., & Knotts, G. (2018). Evaluation of first-year faculty learning communities on teaching effectiveness and scholarship: An exploratory study. Journal of Faculty Development, 32(2), 1-8. 

Abstract

Faculty in their early careers discover unique and unanticipated concerns in navigating academia and attempting to create life balance.  These needs must be addressed to ensure retention and success in the tenure process.  This exploratory study found the creation of first-year faculty learning communities (FLCs) provides needed, integral, and engaging support to encourage balance in teaching effectiveness, scholarship, and service and to increase confidence in comprehending a university’s tenure process.  More broadly, offices of faculty development on university campuses should prioritize long-term, evidence-based support to assist new faculty as they transition into the demands of a tenure-track position.

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Desrochers, C. (2009).  Magicians of the golden state: The CSU center director disappearing acts.  In L. B. Nilson (Ed.) To improve the academy: Vol 27. Resources for faculty, instructional, and organizational development (pp. 88-107).  Bolton, MA: Anker.

Abstract

The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts.  This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.

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