Are There<i>Any</i>Rewards for Teaching/

Peters, Dianne S.; Mayfield, Jim

doi:10.1080/00193089.1982.10533764

Cited by 20 publications

(4 citation statements)

References 5 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In studies of faculty development across career stages (Peters and Mayfield, 1982;Sorcinelli, 1985;Sorcinelli and Near, 1989), researchers found that approximately one-half of the faculty members interviewed or surveyed reported considerable stress in trying to balance the needs and duties of personal and family life and the requirements of professional success. Research by the Carnegie Foundation for the Advancement of Teaching (1986) also indicated that the extent to which work intruded into personal life was a primary factor in influcing overall dissatisfaction among faculty members.…”

Section: Stress Point Five: Balancing Work and Life Outside Of Workmentioning

confidence: 99%

New and junior faculty stress: Research and responses

Sorcinelli

1992

New Drctns for Teach & Learn

View full text Add to dashboard Cite

An interesting paradox can be found in the literature on new and junior faculty. Nearly all newcomers report high levels of satisfaction with their careers. When asked to identify aspects of academic life that consistently afford satisfaction, most new faculty describe their work as providing personal autonomy, a sense of accomplishment, the capacity to have an impact on others, and the opportunity for personal and intellectual growth (Turner and Boice, 1989;Sorcinelli, 1988). At the same time, however, virtually all of the same faculty rate their work as stressful. Words such as tension, pressure, anxiety, and worry stand out in an even cursory reading of the literature (Fink, 1984;Turner and Boice, 1989;Sorcinelli. 1988; Whin, 1991).Unfortunately, the tensions of the first year do not appear to be offset by experience. As reported in detail in Olsen and Sorcinelli (this volume), a colleague and I have followed the career development of one cohort of new faculty over a five-year period via interviews and questionnaires (Sorcinelli, 1988;Olsen, 1990). Our longitudinal study found that the proportion of newcomers reporting their work life as very stressful rose dramatically, and even among highly satisfied individuals, work stress steadily eroded satisfaction.While life can be stressful for all academics, researchers also have noted that untenured faculty report higher levels of stress than do their tenured colleagues. In a national study of 1.920 faculty members at 80 doctoral-granting institutions, Gmelch, Wilke, and Lovrich (1986) found that five distinct dimensions of stress appeared throughout the academic career. It is particularly noteworthy that there were statistically significant differences between tenured and untenured faculty in each of the five (2). 1-4.

show abstract

Section: Stress Point Five: Balancing Work and Life Outside Of Workmentioning

confidence: 99%

New and junior faculty stress: Research and responses

Sorcinelli

1992

New Drctns for Teach & Learn

View full text Add to dashboard Cite

show abstract

“…But the reward system at many institutions places greater value on research and publication than on classroom teaching. When that happens, the result is faculty stress (Peters and Mayfield, 1982). Boyer (1985) underscores the same point when he observes that faculty members are caught in the crossfire of conflicting signals about what their priorities should be.…”

Section: Inadequate Faculty Recognition and Rewardmentioning

confidence: 97%

“…Perhaps this is why more than half of faculty members in a study by Sorcinelli (1985) report a high degree of stress in finding enough time to manage all the various responsibilities of academic life while balancing career with family obligations. In an earlier study, Peters and Mayfield (1982) found that almost 50 percent of faculty members report a high degree of stress in trying to balance teaching load, institutional expectations for research and service, and retaining time for family. Gmelch (1984), listing the ten leading stress-producers for faculty members, includes several relating to time constraints-feeling overloaded with work, not having sufficient time to keep current in one's discipline, and having little or no time for personal matters.…”

Section: Too Many T a S K S Too Little Timementioning

confidence: 99%

Research findings on causes of academic stress

Seldin

1987

New Drctns for Teach & Learn

View full text Add to dashboard Cite

show abstract

“…Achieving sustainability in education requires promoting access to quality education for all communities, which requires additional considerations beyond admissions policies. For many time-pressured academics [5] whose institutions undervalue teaching [6,7], teaching responsibilities are an afterthought, meaning that they are very often unaware or unable to take advantage of advances in educational practice. Unfortunately, traditional higher education teaching methods, such as large-scale lectures and noninteractive classes, have been shown to rein-2 of 16 force existing inequalities, as they tend to be the least beneficial to already underserved and underrepresented communities [8].…”

Section: Introductionmentioning

confidence: 99%

Individual-Centred Approaches to Accessibility in STEM Education

2021

View full text Add to dashboard Cite

Equitable access to high-quality higher education is in line with the United Nations Sustainable Development Goals 4, 5, and 10, which indicate that it is crucial for a future sustainable society. Globalisation and reductions in systemic barriers to university admission are creating increasingly diverse higher education classrooms, but traditional education methods may unfairly disadvantage some groups of students. Creating equity in access to high-quality education requires teaching approaches that are considerate of each student’s individual sociocultural context as it affects their educational attainment. Building on discipline-based education research (DBER) principles in science, technology, engineering, and mathematics (STEM) education, a modified holistic approach is proposed that primarily centres on students and tailors the teaching methods to the needs of the individuals and the dynamic of the whole class. This work demonstrates that educational attainment and student confidence was improved by applying an individual-centred teaching approach in a highly diverse undergraduate engineering classroom. Trials of this approach in a pilot classroom showed clear and consistent improvement over standard active learning approaches. Best practice guidelines for individual-centred teaching in STEM classrooms are provided. Further work is needed to examine the efficacy of this approach in a generalised setting, but the positive outcomes for student attainment are in line with existing research in the literature. The best practice guidelines presented herein may serve as a starting point for other educators to become more aware of the sociocultural needs of their individual students and classrooms, which may result in a move towards equity in STEM higher education.

show abstract

Are ThereAnyRewards for Teaching/

Cited by 20 publications

References 5 publications

New and junior faculty stress: Research and responses

New and junior faculty stress: Research and responses

Research findings on causes of academic stress

Individual-Centred Approaches to Accessibility in STEM Education

Contact Info

Product

Resources

About