Society for the Teaching of Psychology

Preparing the New Psychology Professoriate

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ISBN: 978-1-941804-04-9


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Table of Contents

Preface
Bill Buskist, Auburn University
Barney Beins, Ithaca College
Vincent Hevern, Le Moyne College
vii-ix
Part 1. Introduction
1. To Train or Not to Train; That is the Question
David J. Wimer and Loreto R. Prieto, The University of Akron
Steven A. Meyers, Roosevelt University
pp. 2-9
2. The Shifting Currents of Scholarship and Teaching in the Ecologies of Academic Careers
Neil Lutsky, Carleton College
pp. 10-15
Part 2. Models of Teacher Training
3. Preparing Future Psychology Faculty at the University of New Hampshire
Victor A. Benassi and Kenneth Fuld, University of New Hampshire
pp. 17-23
4. The University of Illinois, Urbana-Champaign Psychology Department New TA Orientation: De-Stress, Model, and Inform
Sandra Goss Lucas, University of Illinois
pp. 24-30
5. From Apprentice to Professional: Community College Teacher Training
Bryan K. Saville, Stephen F. Austin State University
pp. 31-36
6. GTA Training at Appalachian State University
Paul A. Fox, Appalachian State University
pp. 37-41
7. Training and Evaluating Master's-Level Graduate Teaching Assistants
Stephen F. Davis and Cathy A. Grover, Emporia State University
Susan R. Burns, Morningside College
pp. 42-48
8. The Evolution of a Teaching Seminar at a Research University
Richard A. Griggs, University of Florida
pp. 49-53
9. Graduate Student Teacher Training at The University of Georgia
Katherine Kipp, Tracy Lambert, and Carrie Rosengart
The University of Georgia
pp. 54-57
10. GTA Training in the Psychology Department at Auburn University
John L. Clifton, Jared W. Keeley, and Amber M. Henslee
Auburn University
pp. 58-61
11. Visions and Realities in Preparing College Teachers
James H. Korn, Saint Louis University
pp. 62-68
Part 3: The Successful Job Applicant: What Academic Departments Seek in New Assistant Professors
12. Qualities and Abilities Our Psychology Department Seeks
in Outstanding Job Candidates

Jerry Rudmann, Irvine Valley Community College
pp. 70-77
13. Characteristics of Successful Community College Academicians
Ann Tway Ewing, Mesa Community College
p. 78-82
14. Desirable Qualities in Psychology Faculty at Tuskegee University
Marcia J. Rossi and Reginald A. Gougis, Tuskegee University
pp. 83-86
15. The Successful Job Applicant at Alabama State University
Tina Vazin, Alabama State University
pp. 87-90
16. Applying to Teach at Religiously-Affiliated Institutions:
Advice for New Psychology Faculty

Vincent W. Hevern, Le Moyne College
pp. 91-94
17. Prospects for the New Professoriate at Brigham Young University
Hal Miller and A. Manja Larcher, Brigham Young University
pp. 95-98
18. Four Desirable Qualities for Teaching at a Small Liberal Arts College
Ruth L. Ault, Davidson College
pp. 99-103
19. The Office Next Door: Making Yourself an Excellent Faculty Candidate
Kenneth D. Keith, University of San Diego
pp. 104-109
20. Ithaca College: Balancing Teaching and Scholarship
Ann Lynn, Ithaca College
pp. 110-113
21. The Successful Job Applicant:
What the University of Nebraska-Kearny
Seeks in a New Assistant Professor

Richard L. Miller, Robert F. Rycek, and William J.Wozniak
University of Nebraska at Kearney
pp. 114-117
22. Kennesaw State University: Teaching is the Key
Randolph A. Smith, Kennesaw State University
pp. 118-121
23. Hiring a New Assistant Professor at a Large Mid-Level
Public University

D. F. Barone, D. F. Graybill, and T. S. Critchfield
Illinois State University
pp. 122-126
24. The Successful Job Applicant: What Syracuse University Seeks
in New Assistant Professors
Larry Lewandowski, Syracuse University
pp. 127-133
Part 4: Making the Transition from Graduate Student to Assistant Professor: Six Exemplars
25. An Office of Your Own: The Virtues and Challenges
of Independence as a New Faculty Member

Amy T. Galloway, Appalachian State University
pp. 135-138
26. Transition Part One: 1999-2004
William Douglas Woody, University of Northern Colorado
pp. 139-143
27. Making the Transition from Graduate Student to Assistant Professor
Amy Hackney, Georgia Southern University
pp. 144-147
28. My First Year as Assistant Professor: Learning to be Free
Brian L. Burke, Fort Lewis College
pp. 148-151
29. It's a Wonderful Life
Laura L. Vernon, Auburn University
pp. 152-156
30. Moving On: Making the Transition from Graduate Student
to Faculty Member

Tracy E. Zinn, Stephen F. Austin State University
pp. 157-161
Part 5: Selected Bibliography in College and University Teaching
31. Books to Enhance Your Teaching Life
Baron Perlman, University of Wisconsin-Oshkosh
pp. 163-167

Acknowledgments

The editors are grateful for the experience of working with such a talented and insightful group of authors -- 46 in total -- who contributed the chapters to this volume. They were enthusiastic responding to our solicitation that they contribute their considerable expertise across the 31 chapters that make up this book. They also collectively adhered to our tight deadlines and requests for corrections and rewrites with a generosity that made this process all the more rewarding.

We must also recognize the work of a dedicated group of consulting editors who formed an editoral board to review, comment, and critique each chapter in the book. We were determined to employ a referee process in the development of this electronic text that would reflect the commitment of the scholarship of teaching in psychology to professional standards of academic authorship and peer review.

The editors are grateful for and wish to acknowledge the the work of the editorial board members listed below who served as independent reviewers of the individual chapters in the text. They offered the authors and the primary editors very helpful comments and critiques which improved this volume tremendously.

Consulting Editors

Virginia Andreoli Mathie, James Madison University
Susan Becker, Mesa State College
Trisha A. Benson, Auburn University
Andrew N. Christopher, Albion College
Ramie Cooney, Creighton University
Dana S. Dunn, Moravian College
Vanessa Fazio, Suffolk University
Abby Heckman, Georgia Institute of Technology
Amber Henslee, Auburn University
Matt Hertenstein, DePauw Univerity
G. William Hill IV, Kennesaw State University
Steve H. Hobbs, Augusta State University
Jessica Irons, Auburn University
Cheri Jacobs, Savannah College of Art and Design
Dave Johnson, John Brown University
Jared Keeley, Auburn University
Mark Krank, University of Montana
Maureen McCarthy, American Psychological Association
Linda M. Noble, Kennesaw State University
David Pittenger, University of Tennessee at Chattanooga
Erin B. Rasmussen, Idaho State University
Jeanine Ray, Kent State University
Loretta Rieser-Daniel, West Chester University of Pennsylvania
Todd A. Smitherman, Auburn University
Michael Spiegler, Providence College
Kenneth M. Steele, Appalachian State University
Mark Ware, Creighton University
Kenneth A.Weaver, Emporia State University
Valerie Whittlesey, Kennesaw State University
Janie H. Wilson, Georgia Southern University
Elizabeth Yost Hammer, Loyola Universtiy

Feedback

Feedback regarding the editorial content of this book or any of its essays should be directed toward the individual authors or the book's editors, Bill Buskist, Barney Beins, and Vinny Hevern. They (authors and editors) are solely responsible for the substance of the text.

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