NON-TENURE TRACK FACULTY POSITIONS ACADEMIC AFFAIRS April 2017
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Stuart Robinson, Ph.D. 262 W Bristlecone Drive, Cedar City, UT 84720 (540) 421-5486 [email protected] Theotherwhitecube.Com
Stuart Robinson, Ph.D. 262 W Bristlecone Drive, Cedar City, UT 84720 (540) 421-5486 [email protected] theotherwhitecube.com EDUCATION University of Arizona, Tucson, AZ Ph.D., Art and Visual Culture Education 2014 Dissertation: “The Other White Cube: Finding Museums among Us” Committee: Professors Lynn Beudert (Chair), Elizabeth Garber, and Ryan Shin University of Cincinnati, Cincinnati, OH M.A., Art History with Museum Studies Certificate 2010 Thesis: “Essences of Charleston: The Tropical Landscapes of L.R. Mignot, 1857-59” University of South Carolina, Columbia, SC B.A., Art History with Art Education minor, cum laude 2008 FELLOWSHIP, GRANTS, SCHOLARSHIPS, ASSISTANTSHIPS, AND AWARDS Northwest Missouri State University, Maryville, MO Dean’s Award for Excellence in Teaching, College of Arts & Sciences 2016 One of three faculty members university-wide recognized for pedagogical innovation. Faculty Research Grant ($3000) 2016 Group study of arts-infused academy in New Mexico as model for campus lab school. Faculty Research Grant ($1100) with Academic Initiative ($1750) 2016 Created visual literacy program taught by pre-service art teachers at local lab school. Academic Initiative ($600) 2016 Built 30 easels to increase the visibility of the arts on campus and in the community. Faculty Research Grant ($1000) 2015 Assessed art critiques at the university. Implemented strategies to improve quality. Faculty Research Grant ($600) 2014 Conducted K-12 case studies to test reliability and generalizability of dissertation. Missouri Art Education -
Medical News
903 Medical News. ROYAL COLLEGE OF SURGEONS OF ENGLAND.—— At the meeting of the Council of this College on March 12the diplomas of M.R.C.S. were conferred upon the following two gentlemen who have passed the final examination of the Examining Board in England in Medicine, Surgery, and Midwifery and have complied with the by-laws :- Bertram Arthur Lloyd, Birmingham University ; and David Ranken. M.B., B.S. Lond., M.B., B.S. Durh., Durham University. UNIVERSITY OF CAMBRIDGE.-The following. degrees were conferred on March 7th :- M.D.—H. Beckton, Clare; and R. D. Smedley, Pembroke. M.B., B.C.-P. J. Verrall. Trinity. M.B.-S. P. Charr, Gonville and Caius ; The following were conferred on March 12the :- M.D.-H. Robinson and J. E. Spicer, Trinity; and A. E. Taylor,. Downing. 31.B., B.C.-P. H. Bahr, Trinity. M.B.-D. W. A. Bull, Gonville and Caius. B.C.-G. B. Fleming, King’s; G. Graham and C. W. Hutt, Trinity; T. C. Lucas, Clare; and H. H. Taylor, Pembroke. Mr. R. H. Biffen, M.A., of Emmanuel College, has been elected Professor of Agricultural Botany. Mr. C. L. Boulenger, B.A., King’s College, has been appointed assistant to the Superintendent of the Museum of Zoology. TRINITY COLLEGE, DUBLIN.-At the Final Examination in Medicine in Hilary term the following candi- dates were successful :- PART II. (Surgery).-William S. Thacker, John L. Phibbs, Thomas P. Dowley, and Alfred H. Smith. FOREIGN UNIVERSITY INTELLIGENCE.- Amsterdam : Dr. M. Van Londen has been recognised as privat-docent of Neurology.-Baltimore (University of Mary- land): Dr. -
Teaching Assistant Professor / Teaching Associate Professor School of Architecture University of Illinois at Urbana-Champaign
Teaching Assistant Professor / Teaching Associate Professor School of Architecture University of Illinois at Urbana-Champaign The School of Architecture at the University of Illinois at Urbana-Champaign seeks a full-time specialized faculty appointment at the rank of teaching assistant professor or teaching associate professor to expand its delivery of specialized Health and Wellbeing (HWB) courses and design studios in hybrid, online, and in-person formats, and to grow its research capacity. Efforts in the HWB program area align with the School’s delivery of a design-forward, evidence based, and technically rigorous architectural education to undergraduate and graduate students in a research-intensive environment. Social justice dimensions are a key component of the HWB program offerings. To increase this profile, we strongly encourage applications from individuals with demonstrable commitments to social justice through teaching, research, and/or service, and a reflective approach to transforming the discipline with respect to inclusion and anti-racism. The University of Illinois is an Equal Opportunity, Affirmative Action employer that recruits and hires qualified candidates without regard to race, color, religion, sex, sexual orientation, gender identity, age, national origin, disability or veteran status. For more information, visit http://go.illinois.edu/EEO. Responsibilities and Opportunities The HWB program area is creating specialized opportunities through MARCH, MS, and PhD concentrations and certificate programs for practitioners. To support these efforts, the School seeks an early/mid-career scholar with a demonstrated research agenda at the intersection of environmental design, health and wellbeing at any environmental scale. A strong applicant will provide evidence of excellence in classroom and studio teaching; show promise for developing substantial and high-profile scholarship with a design and HWB focus; and for disseminating new knowledge in peer-reviewed scholarly venues. -
Classroom Support Staff Handbook
Classroom Support Staff Handbook Updated 2013 The Quality Provider of Education Supply Staff Are you a Qualified Are you seeking Teacher or regular work in schools? Wouldyoubenefitfromthe Teaching assistance of a reputable supply agency that provides staff to Assistant? over 4,500 client schools? Teaching Personnel is currently recruiting teachers, teaching assistants and nursery nurses for a range of work including: Day-to-Day Supply Cover Long-Term Supply Work Permanent Positions One-to-One Tuition If you would like to benefit from a service that focuses on your individual work requirements and has real work opportunities available NOW, contact us TODAY on: 08456 744 844 or register online at: www.teachingpersonnel.com 1 teaching personnel Contents Introduction 3 Role and Responsibilities of the Teaching Assistant 4 Supporting the pupils 6 Supporting the teacher 7 Supporting the school 8 Supporting the curriculum 10 Working in Schools 11 The UK School System 11 School Types 11 Structure of the school year 12 School Terms 12 Structure of the school day 13 The National Curriculum 14 School Staff 16 Working on Supply 20 How supply works withTeaching Personnel 20 Working in the classroom 23 Supporting pupils’ learning 23 Behaviour Management 27 Personal Social and Health Education 27 Professional Practice 29 Teamwork 29 Dress Code 29 Equal Opportunities 30 Health and Safety 30 Child Protection 30 Lone Working 31 First Aid 32 Special Educational Needs 33 Meaning of SEN 33 SEN Code of Practice 33 Individual Education Plan 35 Types of Special Educational Needs 38 Career Progression 44 Educational Abbreviations 46 Useful Websites 69 The information in this handbook has been collected from Teaching Personnel resources and a variety of public information sources. -
Procedures Governing the Promotion of a Teaching Assistant Professor To
DEPARTMENT OF PHYSICS & ASTRONOMY UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Procedures Governing the Promotion of a Teaching Assistant Professor to Teaching Associate Professor December 2010 - Approved by Dean's Office with endorsement of College Committee on Promotion of Senior Lecturer; Revised 2014. Revised December 13, 2017 by Department Chair Christian Iliadis, and approved by Senior Associate Dean for Fixed Term Faculty, Terry Rhodes on Feb. 19, 2018. A. Eligibility for Promotion to Teaching Associate Professor A Teaching Assistant Professor is eligible for recommenDation for promotion to Teaching Associate Professor on the following bases: 1. The canDiDate must have a minimum of six consecutive years’ full-time (i.e., 1 FTE) service as a Teaching Assistant Professor in the same College Department, or, if the canDiDate is from another institution, six consecutive years of full-time (1 FTE) service as a Teaching Assistant Professor or faculty equivalent. 2. The canDiDate must proviDe Demonstrable eviDence of extraorDinary teaching anD service to the appointing Department, BeyonD that which is expected of a Teaching Assistant Professor, in accorDance with stanDarDs of extraorDinary teaching anD service Defined by the unit in which the canDiDate is appointeD. In the Department of Physics & Astronomy, eviDence of extraorDinary teaching may incluDe: a university teaching award, consistent teaching evaluations in the top 10% of the department, regular service on undergraduate honors theses committees, exceptionally high peer teaching -
P Phd in Pharma Aceutic Cal Scie Ences
PhD in Pharmaceutical Sciences Last modified July 13, 2010 The current Ph.D. in Pharmaceutical Sciences with specialization in Pharmacy graduate program is offered by the Department of Pharmaceutics. The departmental faculty has decided to use 'track' method for accommodating the diversityy of the Department's graduate population, its multi- and interdisciplinary. The focus of the Department of Pharmaceutics, whiich houses the Center for Drug Discovery, differs sufficiently from that of other departments as to justify a specialization. The uniqueness of the department is evident in present reesearch activities which encompass basic, applied and clinical investigations in the areas of Biopharmaceutics and Pharmacokinetics, Pharmaceutical Biotechnology, Pharmaceutical Analysis, Drug Delivery, and Drug Discovery. Specifically, Biopharmaceutics and Pharmacokinetics, encompasses the absorption, distribution, metabolism and excretion of drugs in animals and humans, and the relationship between drug concentration and effect; Pharmaceuutical Biotechnology includes molecular biology, immunology, and aspects of the delivery off peptide and protein drugs; Pharmaceutical Analysis involves the application of spectroscopy, chromatography, extraction, electrophoresis, immunoassays, and radioisotope assays to drug determination; Drug Delivery includes physical, biological and chemical approaches to drug delivery, formulation and evaluation of dosage forms; and Drug Discovery is associated with receptor-oriented/retrometabolic drug design, computer assisted drug design, chemical/physical approaches to controlled drug delivery, pharmacokinetic-pharmacodynamic correlation approach to improved therapeutic index. 1 Objectives of the Ph.D. Program Faculty Adjunct Faculty Governance Recruitment of Students Admission Procedures Financial Assistance Selection of Discipline for Degree and Major Professor Supervisory Committee Curriculum Qualifying Examination Final Examination Specific Requirements for the Master of Science in Pharmacy Degree The objectives of the Ph.D. -
Santa Cruz Campus 2002-03
ACADEMIC SALARY SCALES SANTA CRUZ CAMPUS 2002-03 Table of Contents TITLE OR SCALE Page Table of Contents 1-2 Alphabetical Index of Scales 3-4 NOTES -- Professor Series 5-6 NOTES -- Librarian Series 7 NOTES -- Supervisor of Physical Education Series 7 Off-Scale Salary Limits - Professor Series 8 Off-Scale Salary Limits - Professor Series B & E Scales 9 Faculty - Ladder Ranks -- Professor Series Academic Year 10 Fiscal Year 11 Faculty - Ladder Ranks -- Specialized Salary Scales Business Administration/Management and Engineering Academic Year 12 Fiscal Year 13 Faculty - Acting Ranks -- Professor Series Academic and Fiscal Year 14 Faculty - Acting Ranks -- Specialized Salary Scales Business Administration/Management and Engineering Academic and Fiscal Year 15 Faculty - Recall Teaching Stipends 16 Supervisor of Physical Education Series 17 Lecturers and Senior Lecturers with Security of Employment Lecturers and Senior Lecturers with Potential Security of Employment Academic and Fiscal Year 18 SOE Table of Pay Rates 19-20 Other Lecturer Titles - Unit 18 Academic and Fiscal Year 21 Unit 18 Lecturer Table of Pay Rates 22-23 Supervisor of Teacher Education 24-25 Faculty Research Series Academic Year 26 Academic Year (1/9th monthly) 27 1 TITLE OR SCALE Page Professional Research Fiscal Year (11 months) 28 Professional Research Fiscal Year (11 months) Business/Management/Engineering 28a Student Titles & Non-Student Titles Reader 29 Teaching Assistant 29 Teaching Fellow 29 Tutor 29 Graduate Student Researcher 30 Associate In ____ 31 Remedial Tutor -
Outline of Manuscript
Eastern Education Journal Vol. 38(1) Spring 2009 pp. 1-10 Jumping out of an Airplane: A TA‘s Perspective on Teaching Effectiveness Dr. Michael G. Dudley Southern Illinois University Edwardsville Edwardsville, IL 62026-1121 Abstract Graduate students interested in pursuing a career in teaching can benefit tremendously from serving as a teaching assistant. For this article, graduate students with experience teaching one or more psychology courses were interviewed. Their specific successes and challenges are discussed in broader terms of professional development. Additional perspectives on effective teaching strategies are provided. 1 Eastern Education Journal Vol. 38(1) Spring 2009 pp. 1-10 The development and improvement of effective teaching methodologies has long been a mainstay of postsecondary education (e.g., MacLeod, 1971; Shannon, Twale, & Moore, 1998). Although for many graduate school is a period of intense research, it is also the prime time that future faculty members begin to gain teaching experience. Given the myriad roles that graduate students are often required to tackle as part of their master‘s and doctoral programs, it is not surprising that the emphasis on how to be an effective instructor takes second seat to the demands and pressures to conduct and publish scholarly research. As a result, for graduate students who are interested in pursuing teaching careers, seeking out and gaining teaching experience often receives less emphasis (Gray & Buerkel-Rothfuss, 1991; Sykes, 1988). Boyer (1991), for example, noted that graduate students entering into their first year of a teaching profession are often ill-prepared for their instructional responsibilities (see also Anderson, 1992). For teaching assistants (TAs) in particular, it thus becomes even more important to be cognizant of the ways to become an effective instructor (Ottesen, 2007; Simpson & Smith, 1993). -
A Primer on Drexel Faculty Rank for Students
A Primer on Drexel Faculty Rank for Students Students are understandably often unclear on the different titles that faculty have. While title is not always an indicator of a person’s status in their field, rank is a rough indicator of their level of accomplishment. Just be aware that the same titles can mean somewhat different things in different schools and colleges. In all cases, use your judgment and have a conversation with potential letter writers to make sure they are an appropriate choice given what you are applying for. Drexel full-time faculty are either Tenure-Track/Tenured or “Teaching” faculty (not tenure-track). Tenure is a system by which faculty with a significant track-record and reputation for excellence in their field are awarded continuing employment at the University in order to promote stability, freedom, and professional development. Tenure-track and tenured faculty have ranks. They can be (in ascending order) Assistant Professor, Associate Professor or (full) Professor. Promotion is based on their distinguished and on-going record of research, teaching, and service to the university. Promotion decisions are independent of tenure, though at Drexel these often occur concurrently at the point of promotion from Assistant to Associate Professor. Department heads, chairs, deans will generally always be tenured faculty. The main responsibility of Teaching Faculty is, of course, to teach (as opposed to conduct research). Teaching Faculty can be appointed to similar rank levels. These are, in ascending order of rank: Instructor or Lecturer, Assistant Teaching/Assistant Clinical Professor; Associate Teaching/Associate Clinical Professor; (full) Teaching or Clinical Professor. -
The Effective Teaching Assistant at Drexel University
The Effective Teaching Assistant Sixth Edition 2008 Sponsored by the Office of Graduate Studies The Effective Teaching Assistant at Drexel University Introduction ............................................................................................................................................. 1 The Purpose of This Manual ........................................................................................................................................1 History of the Effective Teaching Assistant ................................................................................................................1 The Academic Structure of the University..................................................................................................................1 The Culture of Drexel University.................................................................................................................................4 General Advice ..............................................................................................................................................................4 A Word to International Teaching Assistants.............................................................................................................4 Section I: The Role of the Teaching Assistant ....................................................................................... 4 Overview ........................................................................................................................................................................4 -
Between Teaching Assistant and Professo
Staff Structure in Danish and Swedish Mass Universities. University traditions in Denmark and Sweden, 1945 to 2000, continuities and discontinuities. Else Hansen, Ph.D., archivist, Danish National Archives. ___________________________________________________________________________________________________________________ Mass university meant exploding numbers of students and expansion in staff. This paper deals with the emergence of new categories of academic university staff and the distribution of tasks within faculty. Despite similarities in tradition and economic possibilities, Denmark and Sweden chose different ways from tradition to modernity.1 The distribution of tasks in general is determined by regulations of employment structures, issued by the governments. This paper only deals with the overall structures, the so-called “public life"- mode.2 In literature, it is often mentioned as a problem that staff structures are very different in the Scandinavian countries. Reforms are implemented at different times - and the same title, for example lektor has quite different meanings in different countries and in the same country at different times.3 This paper deals with the problem by identifying different phases determined by overall objectives in staff structure reforms. During the last 50 years, the development of employment structures in Denmark and Sweden has passed through four phases. The phases did not occur at the same time in Denmark and Sweden, nor were each phase of the same duration in the two countries. Still, within each -
Guidance for Instructional Faculty Appointments
GUIDANCE FOR INSTRUCTIONAL FACULTY APPOINTMENTS A. Applicability This guidance applies to any faculty member who has a fixed-term contract with teaching as the primary responsibility. A faculty member with such an appointment is called an "instructional faculty member" in this document. This guidance in this document does not apply to: (1) a person whose appointment is tenured or tenure-eligible; (2) an academic professional; (3) anyone with a fixed-term contract that contains the word "research", " practice", or "visiting" in the position title. This guidance is consistent with the Conditions of Faculty Service, ACD 501/ABOR·6-201. B. Common expectations and requirements for instructional faculty members Instructional faculty appointments are offered based on the needs of the academic units and colleges. Anyone hired as an instructional faculty member must be appropriately qualified for the role and rank of the appointment. In particular, the North Central Association's Higher Learning Commission (which accredits ASU's academic programs) requires that a person hired for an instructional faculty appointment must possess an academic degree (1) relevant to what the person will be teaching AND (2) at least one level above the level of the courses the person teaches. Exceptions to the degree requirement are possible if the person surmounts a minimum threshold of experience in lieu of a degree (established in advance of hire) OR the person possesses the terminal degree in the discipline and is teaching graduate courses in that discipline. For the ranked categories of instructional faculty appointments, the offered rank must be based on unit-, college-, and Provost- approved criteria.