Full Description
* A faculty member publishes an article without offering coauthorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. * A professor does not permit graduate students to express viewpoints different from her own. * A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. This book discusses these and other examples of faculty misconduct-and how to avoid them. Using data collected through faculty surveys, the authors describe behaviors associated with graduate teaching which are considered inappropriate and in violation of good teaching practices. They derive a normative structure that consists of five inviolable and eight admonitory proscriptive criteria to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance.
Analyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.
Contents
List of Tables
Acknowledgments
Introduction: The Critical Role of Norms in Graduate Education
1. Incidents of Faculty Improprieties in Graduate Training
2. Study Design
3. The Normative Structure of Graduate Education
4. Norm Espousal by Institutional Type and Academic Discipline
5. Personal Attributes and Norm Espousal
6. Norm Espousal and Faculty Professional Attainments and Involvement
7. Core Norms, Differentiated Norms, and Key Differentiating Factors
8. Graduate School Socialization and the Internalization of the Norms of Graduate Study
9. The Support of Graduate Teaching Norms by Supporting Organizations
10. Further Perspectives on the Internalization of the Norms of Graduate Teaching and Mentoring
11. Conclusions and Recommendations for Research, Policy, and Practice
Appendix A: The Graduate Teaching and Mentoring Behaviors Inventory
Appendix B: Means and Standard Deviations for Behaviors Included in the Graduate Teaching and Mentoring Behaviors Inventory (GTMBI)
Appendix C: Respondent Bias Assessment
References
Index
