Perceptions by new faculty members of their role and their career in the field of humanities, social sciences, and natural sciences at a research-oriented university.

摘要

The purpose of this study was to explore, and to describe (1) the new college professor's views of effective college teaching across different disciplines, (2) their perception of faculty responsibility in teaching, research, and service in the beginning of academic career, and (3) their concerns about successful career development in academic institution.;The study sample included twelve assistant professors who met four criteria: (1) new to a full-time assistant professor position in the fields of both pure and applied Humanities, Social Sciences, and Natural Sciences at the research-oriented university (University of Cincinnati), (2) having teaching experience as a full-time faculty less than three years, (3) teaching undergraduate study, and (4) not holding tenure. The method used in this study was descriptive and qualitative. Data were collected through interviews using a structured format with open-ended questions.;The findings of the study included: (a) New professors from different disciplines approached to the subject matter for effective college teaching with different teaching strategies, (b) New professors viewed their role as a teacher and a researcher in a dichotomy at this research-oriented university, (c) New professors agreed with the definition of scholarship by the Carnegie Foundation for Advancement Teaching in 1990 conceptually, but practically, three different definitions of scholarship were found in the study of new faculty members' perception of their role, and (d) New professors perceived their career in terms of job satisfaction, pressure, support, and constraints differently across different disciplines.