The first path encourages doctoral students –– and their faculty mentors –– to take advantage of the synergies among their teaching, research, and community service roles. Involving students in research, conducting research about one′s teaching, or collaborating with community partners and students to investigate and solve real–world problems can enhance the effectiveness and efficiency of academic work.
The second path emphasizes connections between professional and academic aspects of faculty work. Faculty members who integrate their disciplinary and professional work become adept at recognizing and solving ill–defined problems, skilled at understanding and responding to ethical questions, and able to discover, teach, and apply knowledge with colleagues, students, and community partners. Topics discussed include:
- Professional Identity Development Theory and Doctoral Education
- Applying Lessons from Professional Education to the Preparation of the Professoriate
- Graduate Education and Community Engagement
- Networking to Develop a Professional Identity: A Look at the First–Semester Experience of Doctoral Students in Business
- Lost in Translation: Learning Professional Roles Through the Situated Curriculum
- Strategies for Preparing Integrated Faculty: The Center for the Integration of Research, Teaching, and Learning
- Career Preparation for Doctoral Students: The University of Kansas History Department
The authors consider the successes and failures of their case studies in the light of theories of identity development, professionalization, apprenticeship, socialization, mentoring, social networks, situated curriculum, concurrent curricula, and academic planning. They illuminate some of the drawbacks of current education for the professoriate and at the same time point toward current programs and new possibilities for educating doctoral students who will begin their faculty careers ready to integrate teaching, research and service.
This is the 113th volume of the Jossey–Bass higher education quarterly report series New Directions for Teaching and Learning, offering a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and on the latest findings of educational and psychological researchers.
1. Professional Identity Development Theory and Doctoral Education (Carol L. Colbeck)
Doctoral education should prepare future faculty to integrate their professional identities as researchers, teachers, and providers of community service.
2. Applying Lessons from Professional Education to the Preparation of the Professoriate (Chris M. Golde)
Lessons learned from education for the professions illustrates how to prepare future professors to become stewards of their disciplines′ knowledge, skills, and values.
3. Graduate Education and Community Engagement (KerryAnn O′Meara)
This chapter uses socialization theory to explore how to integrate community engagement throughout doctoral education.
4. Networking to Develop a Professional Identity: A Look at the First–Semester Experience of Doctoral Students in Business (Vicki L. Sweitzer)
This empirical study shows how messages from faculty, peers, and family influenced the professional identity development of business students during their first year of doctoral study.
5. Lost in Translation: Learning Professional Roles Through the Situated Curriculum (Emily M. Janke, Carol L. Colbeck)
Curricular theories informed this study of how a teaching assistant preparation program in chemistry unintentionally interfered with research–teaching integration.
6. Strategies for Preparing Integrated Faculty: The Center for the Integration of Research, Teaching, and Learning (Ann E. Austin, Mark R. Connolly, Carol L. Colbeck)
A comprehensive program prepares science, technology, engineering, and mathematics (STEM) doctoral students for faculty careers that integrate research and education.
7. Career Preparation for Doctoral Students: The University of Kansas History Department (Eve Levin)
A history department reformed its graduate program to prepare students for their professional academic careers.
Concluding Thoughts (Carol L. Colbeck, KerryAnn O Meara, Ann E. Austin).
KerryAnn O′Meara is associate professor of higher education at the University of Maryland at College Park. Her research focuses on the ways in which we socialize, reward, and support the growth of faculty so that they can make distinct contributions to the goals of higher education.
Carol L. Colbeck is professor and dean of education at the University of Massachusetts in Boston. Her research investigates how faculty integrate teaching, research, and service; how faculty teaching and organizational climate affect student learning; and how faculty balance professional and personal responsibilities.
Ann E. Austin holds the Dr. Mildred B. Erickson Distinguished Chair in Higher, Adult, and Lifelong Education at Michigan State University. Her research focuses on faculty careers and professional development, the preparation of future faculty, teaching and learning issues, academic workplaces, and organizational change and transformation in higher education.