In 2009, Quentin Vicens and Philip E. Bourne offered timeless advice to those of us at four-year institutions where we do both teaching and research. Unlike community colleges, regional comprehensive institutions and small private colleges with four-four teaching loads expect that our faculty will have active research agendas that mesh well with their teaching responsibilities. It can be difficult to learn to balance the workload, but it’s really rewarding to find ways to make your research feed your teaching and your teaching feed your research. Vicens and Bourne come at the question from the sciences, but their tips can help faculty members in any field.
Take a look at their article and think about how it might be translatable for you. Here are their Ten Simple Rules to Combine Teaching and Research:
Rule 1: Strictly Budget Your Time for Teaching and for Doing Research
Rule 2: Set Specific Teaching and Research Goals
Rule 3: “Don’t Reinvent the Wheel”
Rule 4: Don’t Try To Explain Everything
Rule 5: “Be Shameless in Bringing Your Research Interests into Your Teaching”
Rule 6: Get the Most in Career Advancement from Bringing Your Research into Your Teaching
Rule 7: Compromise, Compromise, Compromise
Rule 8: Balance Administrative Duties with Your Teaching and Research Workload
Rule 9: Start Teaching Early in Your Career
Rule 10: Budget Time for Yourself, Too
This essay by a student at the University of Kentucky tells of the culture of poverty faced by students at many rural teaching-intensive institutions.
The Cross-Sector Partnership, which runs the annual Teaching at Teaching-Intensive Institutions event in New England, doesn’t address the situations of students like Leslie, who usually attend college in their own regions. But first-generation college students face a range of situations at home that make it difficult for them to make the most of their college experience. We owe it to our students to learn about the challenges they face outside the classroom, so we can help them to make the most of what they get on our campuses.
Rachel Arteaga, writing in insidehighered.com, discusses the University of Washington’s Mellon Foundation-funded program to link six humanities doctoral students with faculty mentors at community colleges. It’s a tiny program, but it’s significant in that a research university is devoting resources to preparing its doctoral students for careers serving the majority of the nation’s college students where they are — at teaching-intensive institutions.
The Mellon Foundation funds only humanities-related programs, so there is still much to do, at Washington and everywhere else, to get science, social science, and other doctoral programs to step up to their responsibilities to educate doctoral students about their career opportunities as teachers. At the spring meeting of the northeast regional Council of Graduate Schools, NSF reps expressed enthusiasm for in such support. Let’s find ways to make programs like UW’s the norm, rather than the exception, in all doctoral fields.
This Washington Post piece describes the disconnect between life at an elite college and life back at home for a student from an economically distressed family.
Many students at teaching-intensive colleges and universities return home between semesters to circumstances very different from their lives on campus. But some of our commuter students live every day in such circumstances, too. One of my colleagues forwarded me an email last week from a student who apologized for not coming to class. She could not afford gas to drive to campus.
This Chronicle article asks you to stop assuming that all your students know what you’re talking about when you use higher ed jargon.
NPR just ran a story on Career Services offices on campus and how valuable they can be. Check it out. The students at teaching-intensive institutions are especially interested in maximizing their chances of getting a good job after graduation–perhaps even more interested than most students at more elite institutions.
That doesn’t mean that faculty should simply delegate to Career Services theresponsibility for helping students think about careers. We who work with students at teaching-intensive schools can’t afford to focus entirely on our teaching specializations. We should also be helping our students to understand the value and utility of everything they’re learning in our classes–content area knowledge as well as skills and values and perspectives.
At teaching-intensive colleges and universities, we need to help our students learn to articulate the full range of what higher education gives them. Don’t let them leave your class without being able to name all the ways it has enriched them. Name the skills on which they’ve worked as well as the subject area knowledge they’ve mastered. When they apply for jobs, they’ll be ahead of applicants who can’t talk concretely about what they know or can do.
Our friends at the Tomorrow’s Professor blog offer some really useful context for teaching adult learners. Here’s Rick Reis’s introduction to his post. Click the link above to read his excerpt from the Brocket book and the link below to buy the book with a Tomorrow’s Professor discount!
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The posting below, a bit longer than most, describes a dozen tips for working with adult learners. It is from Chapter 4 – A Dozen Things You Need to Know about Adult Learning, in the book, Teaching Adults: A Practical Guide for New Teachers, by Ralph G. Brocket. Jossey-Bass, San Francisco. © 2016 Wiley Periodicals, Inc., A Wiley Company. One Montgomery Street, Suite 1200. San Francisco, CA 94104-4594 www.wiley.com All rights reserved. Reprinted with permission.
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