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Loading... Advice for New Faculty Members (original 2000; edition 2000)by Robert Boice
Work InformationAdvice for New Faculty Members by Robert Boice (2000)
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Advice for New Faculty Members: Nihil Nimus is a unique and essential guide to the start of a successful academic career. As its title suggests (nothing in excess), it advocates moderation in ways of working, based on the single-most reliable difference between new faculty who thrive and those who struggle. By following its practical, easy-to-use rules, novice faculty can learn to teach with the highest levels of student approval, involvement, and comprehension, with only modest preparation times and a greater reliance on spontaneity and student participation. Similarly, new faculty can use its rule-based practices to write with ease, increasing productivity, creativity, and publishability through brief, daily sessions of focused and relaxed work. And they can socialize more successfully by learning about often-misunderstood aspects of academic culture, including mentoring. Each rule in Advice for New Faculty Members has been tested on hundreds of new faculty and proven effective over the long run -- even in attaining permanent appointment. It is the first guidebook to move beyond anecdotes and surmises for its directives, based on the author's extensive experience and solid research in the areas of staff and faculty development. For new teachers. No library descriptions found. |
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Google Books — Loading... GenresMelvil Decimal System (DDC)378.12Social sciences Education Higher education Organization and management; curriculums Teaching staff; FacultyLC ClassificationRatingAverage:
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I thought I would get more from the mentoring discussion and study of minorities. Instead, I got a really surface overview of data. My experience, as a minority, is that when I try to get feedback it can be misleading (telling me not to apply for an award that they told others who do the same work applied for and received - saying 'that's great keep going with that', and not going any further in thought) and or I get punted to go get feedback elsewhere, i.e. from another woman. So, after a point, it's like, why keep doing something if the result is always the same? It's quite exhausting to search for a person who actually gives real thought. What I would like is a qualitative study of conversation between colleagues to identify if the senior faculty are treating minority faculty differently - giving more thought to some than others. Other research shows minorities receive less [useful] mentoring, they aren't sponsored, but this book doesn't really help manage that. ( )