Introducing a coaching approach to faculty development -- Universities need to revise faculty development -- Framework: the intersection of structure and agency as a pathway to fulfillment -- Part I: breaking the institutional code -- Unspoken structures in the academic code -- Identifying codified structures -- Normative processes-the culture -- Cognitive processes: hidden beliefs and structures -- Implicit bias and privilege as cognitive structures -- Creating an inclusive and welcoming climate -- Addressing grievances -- The institution of tenure -- recommendations for universities -- The inner critic -- Shame triggers with the inner critic -- Finding the inner critic in the body -- Stepping away from the inner critic -- Rumination-the inner critic on repeat inner critics and stress response -- Getting unstuck from writer's block -- The critic in academia: peer review -- Speak your truth -- Recommendations for universities -- Part II: Strengthening academic identity -- Agency -- Tapping Into a deeper purpose -- Charge batteries, don't drain them -- Learning what purpose feels like -- Identifying core values -- Purpose as career-long trajectory -- Finding leaders and mentors within -- Recommendations for universities -- Research -- Building a scholarly identity -- Maximizing publishing while protecting purpose -- When purpose questions dominant paradigms -- Recommendations for universities -- Belonging -- Connecting to others -- Intellectual spaces: finding collaborators -- Multiple sources of support -- Building a community -- Collaborations gone awry -- Strategic conferencing -- Network everywhere -- Identifying cultural biases related to communication -- Support spaces: how to find mentors -- Outside letter writers -- Finding belonging within and beyond academia -- Recommendations for universities -- Service -- Chosen service-"want to do work" -- Required service-"must do" work -- Service that can be avoided-the art of saying no -- Mid-career academics: creatively broadening contribution -- Recommendations for universities -- Competencies goal setting -- Time management: "plan your work, work your plan" Identifying self care -- Delete, delay, delegate, diminish -- Productivity -- Teaching -- Getting rid of inner critics in the classroom -- Improved confidence in the classroom -- Overcoming imposter syndrome -- Competencies of teaching -- Competencies of online teaching -- Competencies of simplified grading -- Addressing structures that replicate bias and discrimination -- Empowering students by creating equitable classroom spaces -- Recommendations for universities -- Conclusion -- Appendix A: list of core values -- Appendix B: my strategic plan, 2017-2018 -- Appendix C: sample paper rubric.
Summary:
"How can new faculty find success in academia and what can universities do to support them? In this book, the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining the integrity of themselves. Book Features: Action steps universities can take to improve faculty recruitment and retention. Workbook-style exercises to help academics connect personal goals and experiences with book content. An equity-driven model of faculty development that connects individual goals with an understanding of academic structures. Research-based evidence on how inequitable structures are perpetuated by university policies, with insights for increasing diversity, equity, and inclusion"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.