Conceptualizing the Academic Life: Graduate Students' Perspectives

Over time, how do post-Ph.D. scientists locate teaching and supervision within their academic practice?

“…Academic work is viewed as encompassing research in all its guises, teaching including supervision and service/administration. As regards teaching, we know, for instance, that doctoral students may view teaching as central to academic work (Bieber and Worley 2006), while experienced academics may take a more nuanced view (Neumann, Parry, and Becher 2002). Studies of pre-tenure perspectives on teaching and supervision show individuals intentional in their efforts to be effective as well as to improve (for teaching, Simmons 2011; for supervision, Amundsen and McAlpine 2009).…”

“…Albert). As regards undergraduate course teaching, like doctoral students (Bieber and Worley 2006) individuals were positive about the role of teaching in consolidating academic identity and gaining institutional and collegial legitimacy, despite their desire to develop their research profiles. A number exercised considerable agency in expanding the place of formal teaching within their broader academic practice, including seeking training (e.g.…”

Complicity with the neocolonial project in education: A deconstruction of student affairs preparation practices

“…How faculty perceive and perform their roles is important for student affairs master's students because they will likely mirror faculty's performance of faculty work should they become faculty in the future (Margolis & Romero, 2000). Many students "created their script of a faculty member's life by literally observing faculty" (Bieber & Worley, 2006, p. 1021. Jeffrey Bieber and Linda Worley's (2006) study found that students' early perceptions of faculty roles persisted even when contrary faculty roles were presented later.…”

Influence of professor camp : a multiple case study on the Wakonse conference on college teaching

“…There has been a renewed focus on undergraduate education at research universities since the publication of the Boyer Report (Boyer Commission, 1998 (Boyer Commission, 1998, we must also consider the issue of graduate student education. Graduate students enter higher education with a different set of needs and expectations that faculty must address (Austin 2002;Bieber & Worley, 2006;Barnes & Austin, 2009). Weisblat and Sell (2012) explained that, beyond disciplinary expertise, graduate students need to develop writing skills, research skills, and the capacity to serve as a future faculty member.…”