This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity…

Data show higher enrollment of international graduate students compared to undergraduates in the United States in 2022, with the trend expected to continue. Many international doctoral students pursue education in the United States, hoping to seek employment and/or employment-based permanent immigration after graduation. Through critical personal…

This article presents a case study of a faculty-student mentoring relationship developed within the context of an online clinical doctorate training environment. Recommendations are provided for potential mentors and mentees who may be interested in engaging in a distance-based mentoring relationship but who may not be in an institution/program…

This chapter presents the findings of a narrative study of two diverse faculty members on the path to their current faculty positions and examines their negotiation of a critical event in light of adult transformative learning.

Professional development of graduate teaching assistants (GTAs) regarding interpersonal boundaries is key not only to the well-being of the GTAs but also to the undergraduates they are teaching. GTAs who are developing their professional identities are a primary contact for undergraduates, especially in lower-division classes, and thus play a key…

Globalization of higher education is developing at a relentless pace as colleges, universities, and student enrollments burgeon throughout countries in Africa, Asia, Eastern Europe, Latin America, and the Middle East. As a result, educational developers in Australia, Canada, Europe, and the United States, all of which have well-established higher…

Educational (academic/faculty) development is a scholarly field of study and practice that evolved from an informal set of instructional improvement activities aimed at individuals, to a broad range of services, programs, and initiatives offered at the individual, departmental, and institutional levels within post-secondary education. During its…

Student-based organizations should be recognized as a viable and important form of learning communities. They bring like-minded students together to spend more time engaged in career-relevant activities. In so doing, they represent a powerful additional source of career-relevant information and personal development for students, while also…

Under the auspices of the Carnegie Initiative on the Doctorate (CID), the Department of History at the University of Kansas recast its doctoral program to emphasize career preparation. Its creative approach has earned the department national visibility. In this article, the author describes how the department came to reenvision graduate education,…

Faculty development efforts should strive to create a work environment encouraging and rewarding continuing growth by faculty of all ages and experience and be flexible enough to respond to career growth objectives at successive career stages. This may require adaptation of general development programs or programs specifically for older faculty…

This paper identifies information sources on new and junior college faculty and summarizes information on (1) who the new and junior faculty are; (2) what their careers are like; and (3) the nature of their work experience. Differences between tenure and nontenure track faculty, the genders, and new and junior faculty are noted. (DB)

An annotated list of 38 resources is provided to help administrators, faculty developers, and faculty in designing effective renewal interventions for senior faculty. Topics include research on senior faculty, personnel policies (tenure, growth contracting), program strategies (mentoring, team teaching, motivation), and assessment of institutional…

King's College (Pennsylvania) has redesigned its faculty reward system, mixing intrinsic and extrinsic incentives in three interrelated institutional initiatives related to general educational reform, senior faculty performance appraisal, and merit pay. An early result of the effort is a perceptible improvement in faculty motivation and…

This chapter presents an autoethnography of a Chinese American woman's twenty-five years of experience in higher education at universities in Southern California and the Pacific Northwest. Her career is discussed in four stages: master's teaching assistant and student, part-time instructor, doctoral teaching assistant and student, and professor.

A study of 88 female and minority college faculty revealed that faculty who do not adapt well experience early career turning points, usually in the first semesters. Mentoring and social networks are found to be significant in adaptation. The simple nature of the turning points suggests strategies for avoiding such marginalization. (Author/MSE)