ERIC Number: EJ789174
Record Type: Journal
Publication Date: 2008
Reference Count: 24
Strategies for Preparing Integrated Faculty: The Center for the Integration of Research, Teaching, and Learning
Austin, Ann E.; Connolly, Mark R.; Colbeck, Carol L.
New Directions for Teaching and Learning, n113 p69-81 Spr 2008
When university and college search committees select new faculty members, they hope that the newcomer will understand and support the missions of the institution and be successful in integrating components of the professorial role--including research, teaching, learning, advising, institutional citizenship, and outreach and professional service responsibilities--into a satisfying and productive career. Yet research shows that many doctoral students are not adequately prepared to handle the full range of roles that are part of academic work. The research that highlights concerns about doctoral education have been coupled with programmatic efforts by doctoral-granting institutions, foundations, and national associations to develop, implement, and evaluate initiatives and strategies to prepare the next generation of faculty more fully for the responsibilities they will assume. The Center for the Integration of Research, Teaching, and Learning (CIRTL) is an example of a comprehensive programmatic strategy targeted at preparing the next generation of faculty as integrated professionals. In this article, the authors discuss CIRTL's mission, conceptual pillars, history, and components. The authors also describe how the University of Wisconsin-Madison has developed its Delta Program as a prototype for CIRTL institutional activities. Third, to explore whether a CIRTL-like program at a research university can make a measurable impact on preparing integrated professionals, the authors offer a synopsis of the research findings to date on the impact on doctoral students who are Delta participants. Finally, the authors raise some questions concerning strategies for preparing faculty as integrated professionals that deserve further consideration and research.
Descriptors: Graduate Students, Pedagogical Content Knowledge, Program Effectiveness, Institutional Mission, College Faculty, Instruction, Teacher Role
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Wisconsin