New Faculty: A Practical Guide for Academic Beginners by C. LucasNew Faculty: A Practical Guide for Academic Beginners by C. Lucas

New Faculty: A Practical Guide for Academic Beginners

byC. Lucas, John W. Murry

Paperback | October 11, 2011

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A useful compendium of 'survival' advice for the faculty newcomer on a variety of subjects: practical tips on classroom teaching, student performance evaluation, detailed advice on grant-writing, student advising, professional service, and publishing.
John W. Murry, Jr., is Associate Professor of Higher Education and Associate Dean for Research, Graduate Studies and Faculty Development, College of Education and Health Professions, at the University of Arkansas Fayetteville, USA.
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Title:New Faculty: A Practical Guide for Academic BeginnersFormat:PaperbackDimensions:293 pages, 9.25 × 6.1 × 0.66 inPublished:October 11, 2011Publisher:Palgrave MacmillanLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0230114865

ISBN - 13:9780230114869

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Table of Contents

PART I: PRELIMINARY CONSIDERATIONS Institutional Environment and the Academic Community Faculty Mentoring PART II: FACULTY WORK ACTIVITIES Teaching: Lectures and Discussion Active Learning and Other Instructional Management Issues Advising Students Getting Published The Art of Grantsmanship Faculty Service Legal Issues and the Professorate Concluding Considerations Further Thoughts

Editorial Reviews

"If there is one book that every new faculty member should read...this is it."-John D. Foubert, Journal of College Student Development"Lucas and Murry offer advice that most seasoned faculty would agree with. The authors believe that faculty can couple good judgment with their sound advice for the improvement of the academic enterprise. This is a strong and hopeful work." - Robert B. Young, Professor and Chair, Counseling & Higher Education, Ohio University". . .a clearly structured, accessible, and informative primer targeted to full-time faculty members, particularly those in the early years of their appointment. It holds a distinctive place within the growing body of literature on faculty development . . . [T]he authors' ability to weave their attentiveness to the actual questions and concerns most frequently posed by new faculty members into the fabric of academic life contributes enormously to the credibility of the book. . . Many of us will be grateful for the effort." - Bernadette McNary-Zak, Rhodes College