Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty
Date of Award
Doctor of Philosophy (PhD)
Teaching and Leadership
Background experiences, Time allocation, Teaching, Support, Early-career, Science
Education | Teacher Education and Professional Development
The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week.
In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life.
This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.
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Sagendorf, Kenneth S., "Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty" (2007). Teaching and Leadership - Dissertations. 14.