2013 Conference Archive
Professors with 100% Teaching Appointments: Should Academia Gerrymander the Tenure Track ?
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Abstract
It has been suggested that awarding professors tenure, largely based on the research they have published, has created and enforced a system that rewards and protects research over teaching. Is the solution to redistrict the tenure track by embracing primarily two tracks? One, a small proportion of professors�who do research, train graduate students, and teach small advanced seminars. And two, a larger portion of professors�who teach large undergraduate courses, advise undergraduates and complete limited research. Perhaps establishing a large cadre of teaching-researchers or researching-teachers creates a campus climate where one's colleagues remain intellectually curious and passionate about their teaching and research throughout their careers. The objectives of this session are to address the theories, perceptions and misconceptions of SoTL professors with 100% teaching appointments on tenure tracks at research focused universities. The session will explore effective promotion and tenure strategies that strengthen the research-teaching nexus and create a model for effective institutional change.
Location
Room 1220
Publication Type and Release Option
Event
Recommended Citation
Moorman, Diann, "Professors with 100% Teaching Appointments: Should Academia Gerrymander the Tenure Track ?" (2013). SoTL Commons Conference. 73.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/73
Professors with 100% Teaching Appointments: Should Academia Gerrymander the Tenure Track ?
Room 1220
It has been suggested that awarding professors tenure, largely based on the research they have published, has created and enforced a system that rewards and protects research over teaching. Is the solution to redistrict the tenure track by embracing primarily two tracks? One, a small proportion of professors�who do research, train graduate students, and teach small advanced seminars. And two, a larger portion of professors�who teach large undergraduate courses, advise undergraduates and complete limited research. Perhaps establishing a large cadre of teaching-researchers or researching-teachers creates a campus climate where one's colleagues remain intellectually curious and passionate about their teaching and research throughout their careers. The objectives of this session are to address the theories, perceptions and misconceptions of SoTL professors with 100% teaching appointments on tenure tracks at research focused universities. The session will explore effective promotion and tenure strategies that strengthen the research-teaching nexus and create a model for effective institutional change.
