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Tenurable Teaching-Focused Faculty Streams and Ranks in Canadian Universities: A Review of Collective Agreements
As in several other countries, Canada’s research-focused universities have seen an expansion in recent decades of tenurable or tenure-like teaching-focused faculty (TTFF) roles. TTFF streams are not new in Canada, but they have experienced growth in number and re-definition in scope at many universities. Despite its definitive impact in university/faculty relations, the language of negotiated collective agreements (contracts) has not been considered on a national scale. This study examined collective agreements in place on January 1, 2023, at 15 medical/doctoral and 15 comprehensive universities in Canada to determine whether they had TTFF positions. We investigated how these positions compared across institution types based on key features including definitions, duties, and workloads, promotion and tenure criteria, professional mobility and complement limits, sabbatical leave, and salary provisions. Findings indicate that TTFF streams were present in eight of the medical/doctoral universities and seven of the comprehensive universities. We conclude that tenurable or tenure-like teaching streams are no longer anomalous in Canada, and that while many universities construct these positions as teaching-only, TTFF contract language increasingly encompasses scholarly and curricular work outside the classroom with an identifiable impact on teaching and learning beyond one’s own students.
Journal Article
How to succeed in academics
\"This new edition of How to Succeed in Academics provides up-to-date mentoring on all aspects of a successful academic career, particularly a career in the sciences. Linda L. McCabe and Edward R. B. McCabe bring decades of expertise and experience to such topics as marketing your ideas through posters, talks, manuscripts, and grant proposals; developing strategies for applying, interviewing, and negotiating for training programs and jobs; establishing professional networks and seeking leadership opportunities; improving your teaching, speaking, and writing skills; and setting goals and creating schedules to achieve them.\" -- Publisher's description.
Book
Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices
An oft-cited maxim in higher education is that \"faculty teach the way they were taught\" because they receive little formal training in teaching before entering the classroom. However, little is known about the origins of faculty knowledge about teaching or the role their prior experiences play in the development of their teaching practices. In this exploratory study, we interviewed and observed 53 science, technology, engineering, and mathematics faculty at three research institutions. Using qualitative analysis methods (i.e., thematic and causal network analysis), we find that faculty do not only model their teaching after previous instructors, but also draw upon a varied repertoire of knowledge and prior experiences. These include knowledge derived from their experiences as instructors (46 respondents), their experiences as students (22 respondents), their experiences as researchers (9 respondents), and from their non-academic roles (10 respondents). In-depth analyses of two faculty members elaborate on the relationship between these varied types of prior experiences and how they interact with other factors including beliefs about teaching, instructional goals, and features of the organizational context to ultimately shape their classroom practice. The results suggest that instead of assuming that faculty lack any knowledge about teaching and learning, professional developers and policymakers should instead acknowledge and build upon their preexisting \"craft\" knowledge as professional teachers. Future research should focus on relationships between specific types of knowledge and teaching practice and how these varied experiences influence identity formation.
Journal Article
When students' words hurt: 12 tips for helping faculty receive and respond constructively to student evaluations of teaching
Student evaluations of curricular experiences and instructors are employed by institutions to obtain feedback and guide improvement. However, to be effective, evaluations must prompt faculty action. Unfortunately, evaluative comments that engender strong reactions may undermine the process by hindering innovation and improvement steps. The literature suggests that faculty interpret evaluation feedback as a judgment not just on their teaching ability but on their personal and professional identity. In this context, critical evaluations, even when constructively worded, can result in disappointment, hurt, and shame. The COVID pandemic has challenged institutions and faculty to repeatedly adapt curricula and educational practices, heightening concerns for faculty burnout. In this context, the risk of 'words that hurt' is higher than ever. This article offers guidance for faculty and institutions to support effective responses to critical feedback and ameliorate counterproductive effects of learner evaluations.
Journal Article
Enhancing faculty teaching performance through constructive leadership with a mediating role of job satisfaction
This study explored the impact of constructive leadership styles including transformational leadership (TLS), authentic leadership (ALS), and servant leadership (SLS) on faculty teaching performance (FTP), with job satisfaction (JS) acting as a critical mediator. Using a cross-sectional design and convenience sampling, data were collected from 346 faculty members across six universities in Lahore, Pakistan. Structural equation modeling (SEM) and regression analysis revealed that all three leadership styles significantly enhanced FTP, with transformational leadership showing the strongest influence. Authentic and servant leadership also demonstrated robust positive effects. Job satisfaction emerged as a pivotal mediator, strengthening the relationship between CLS and FTP.These findings highlight the transformative potential of constructive leadership in improving teaching performance and emphasize the critical role of department heads in fostering such practices. By prioritizing strategies to enhance employee motivation and satisfaction, institutions can improve retention, productivity, and overall academic excellence. This study reinforces existing literature on leadership and teaching performance while providing novel insights into the mediating role of job satisfaction, offering actionable implications for academic leadership and organizational development.
Journal Article
The Dèusseldorf Art Academy : making history since 1945
The Dèusseldorf Art Academy has trained painters, sculptors, set designers, and architects for more than 200 years and numerous artists of international stature have studied or taught there. Featuring more than 20 richly illustrated essays by current and former academics, as well as contributions by guest authors, this volume describes life and teaching at this important art academy. It contains interviews with Ernst Althoff, Anthony Cragg, Irmin Kamp, Konrad Klapheck, Markus Lèupertz, Gerhard Richter and Erich Reusch, and is accompanied by an extensive full-color catalogue section.
Book
Gender-biased evaluation or actual differences?
How do we know if a faculty teaching evaluation is biased? Biasing factors studies are an influential source of evidence for arguing about biased teaching evaluations. These studies examine existing evaluation data and compare the results by gender, race, or ethnicity, interpreting a significant difference between subgroups as evidence of bias. However, only a difference explained by irrelevant aspects embedded in the evaluation would compromise its fairness. The study aims to amend how practitioners and researchers address gender bias concerns in faculty teaching evaluations by defining fairness, disparate impact, and statistical bias from an educational measurement standpoint. The study illustrates the use of differential item functioning (DIF) analysis, a strategy to examine whether the meaning of an item changes depending on the gender of the instructor. The study examines instructor's gender bias using responses to a course evaluation questionnaire from education graduate students from two academic departments within the same institution. In one of the departments, the analysis suggested a fair evaluation and no gender gap. In the other department, four of the eight items in the rating scale were easier for women than men with similar teaching ability, and women achieved better evaluations than men. The discussion addresses the conceptual and methodological advantages of adopting an educational measurement perspective on fairness in faculty teaching evaluation. Findings encourage practitioners and administrators to use the best available tools to strengthen the credibility of faculty teaching evaluations and prevent unfair personnel decisions affecting underrepresented subgroups in academia by gender, race, or ethnicity. (HRK / Abstract übernommen).
Journal Article