Helping New Faculty Get Off To A Good Start
Helping New Faculty Get Off To A Good Start
复制标题
帮助新教师有一个良好的开端
DOI：
10.18260/1-2--8424
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
R. Felder
中科院分区：
文献类型：
--
作者：
R. Felder
大学教师可能是唯一一个不定期向新手提供培训的技能型职业。大多数大学的新教师传统上必须自己学习如何规划研究项目，确定和培养资金来源，撰写提案并获得资金，吸引和监督研究生，并以有效的方式展示他们的研究成果。他们还必须自学如何设计刺激的讲座和严格但公平的作业和测试，如何激发学生的学习欲望，如何使他们积极参与学习过程，以及如何帮助他们发展关键的解决问题，沟通和团队合作技能。也许最困难的是，他们必须弄清楚如何平衡教学、研究和其他专业和个人责任对时间的要求。通过反复试验来学习所有这些东西通常需要几年的时间。一些新的教师最终学会了它们;许多其他人从来没有这样做，要么无法获得终身职位，要么把他们的职业生涯作为非生产性的研究人员和/或无效的教师。
College teaching may be the only skilled profession that does not routinely provide training to its novice practitioners. New faculty members at most universities have traditionally had to learn by themselves how to plan research projects, identify and cultivate funding sources, write proposals and get them funded, attract and supervise graduate students, and present their research results in an effective manner. They have also had to teach themselves how to devise stimulating lectures and rigorous but fair assignments and tests, how to motivate students to want to learn and how to make them active participants in the learning process, and how to help them develop critical problem-solving, communication, and teamwork skills. Perhaps hardest of all, they have had to figure out how to balance the competing time demands of teaching, research, and other professional and personal responsibilities. Learning all these things by trial and error usually takes years. Some new faculty members eventually learn them; many others never do and either fail to earn tenure or spend their careers as unproductive researchers and/or ineffective teachers.