Review of "New faculty: A practical guide for academic beginners"

Abstract

The chapters begin with a thorough discussion of a variety of perspectives and ten- sions that surround different faculty responsibilities and activities, and how they relate to the role of new faculty. The authors seek political balance by presenting and support- ing several competing perspectives, leaving the reader to decide which position is most agreeable. For example, the section on publishing begins with a discussion about the struggle that faculty members often have when attempting to maintain a balance between teaching and research. The authors provoke the reader's attention by framing it within the perspective that universities over-emphasize publishing and, as such, contribute to a vast collection of writing for writing's sake-"a veritable avalanche of articles, research publications, technical reports, scholarly books, and new academic journals-the whole of almost stupefying proportions" (p. 133). They explain how some in higher education believe that teaching and research have a reciprocal relationship, where research enliv- ens teaching and teaching provides a forum to share and discuss current research. Then, the authors confound that perspective with accounts from those who believe that over emphasis on research actually detracts from a strong culture of teaching and learning. As evidence they point out that most faculty research is so specific that, while it might be appropriate to share it with graduate students studying in the same field, it is rarely appli- cable to the more general undergraduate outcomes. As an illustration, [J. Lucas] and [John W. Murry] present the reader with a broad range of issues that surround each of the topics selected for this book. This description of the dynamics around each issue provides the reader with an opportunity to situate him- or herself within the political context of the topic. Once the context has been established the authors begin to detail practical suggestions they believe will help the readers to succeed in that area of their work. In addition to comparing and contrasting an array of political ideologies, the authors dispense advice on how to successfully navigate through each of the responsibilities as- sociated with faculty positions. In the philosophical part of the chapter, Lucas and Murry challenge the traditional values that surround the work of faculty members. However, when the authors shift their focus to giving advice, they step back and explain the reality of the traditional institution and clarify how new faculty can succeed in that environment. In most chapters, they also go one step further and make suggestions about how newcom- ers can respond to some of the less traditional perspectives while staying grounded within more traditional practices. For example, in the section on student advising, the authors describe how faculty members often feel that advising takes time away from teaching and research, and that many feel ill prepared for the extensive knowledge of the program that is needed to respond to student needs. Having presented the challenges that are of- ten inherent within the role of student advising, Lucas and Murry step back, explain the importance of having faculty members in the role of advisors, and establish that quality advising is critical for student success and student satisfaction. Finally, they provide the reader with a number of practical suggestions for achieving greater success when working as mentors for students in the program.