This chapter makes the case for engaging teacher candidates with matters of personal identity and integrity, using explorations of the paradox of self and role, in teacher education programs dominated by a focus on professional knowledge and skills, based on the analysis of interviews with novice teachers. The author argues that both teacher…

A group of faculty and staff gather in a conference room in the student union to share experiences with the soul-role divide at work and in the classroom. The meeting begins with a reminder of the group's conversational norms that invite deep reflection and a safe place for the soul. The purpose of the meeting is exploring the deep heartfelt and…

In this chapter the authors examine how the social group identities of faculty members are reflected in their pedagogical encounters and practices. More particularly, they consider how faculty members with different social group identities deal with two issues commonly faced by all faculty: questions about their subject matter expertise and…

Faculty concerns, needs, and struggles in relationship to their own spirituality play out in all aspects of their roles as instructors, advisers, and mentors.

Every college teacher has a professional obligation to formulate and articulate a rationale for his or her instructional world. Faculty members' personal theories about teaching and learning are often implicit and likely to be inaccurate. When implicit theories become explicit, they can blend with formal theories to improve the practice of…

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award discuss their obligation as professors to do research, get grants, and publish in addition to teaching students. (MSE)

The ten finalists for the Council for Advancement and Support of Education's annual Professor of the Year award give a variety of responses, most concerning outlook, to a question about the single most important piece of advice they would give a beginning college teacher. (MSE)

Through surveys, interviews, and videotape presentations, a study has collected college faculty attitudes about academic advising since 1982. Excerpts, presented here, show a perception of the advisor as helper, educator, and mentor, but dissatisfaction with the bureaucracy of advising, need for better advising resources, need for enhanced…

Increased emphasis on research and grantsmanship leaves college faculty with little time or inclination for undergraduate teaching. Concern for education has given way to concern for power. Higher education is now only distantly connected with shaping a citizenry. (Author/MSE)

A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…

Empirical research on aspects of teaching role performance in which disciplinary differences have been observed (teaching goals, teaching practices, course examination questions, and the relationship between teaching and research) is summarized, and implications for faculty and development, academic affairs administration, and improvement of…

The professor's primary responsibility to students is directly related to the professor's understanding of his ethical self. The first step toward establishing ethical identity within the ethos of higher education is self-reflection. The quality of faculty decision making can be improved by increased self-awareness and sensitivity to student…

A faculty development program that encourages faculty from different disciplines to engage in research on student cognition, motivation, and self-regulated learning in their own classrooms teaches theory as well as practice. The program has been well received by faculty and has also produced useful results for academic departments and the…