Teaching Schedule Research Articles

Professional Responsibility in Practice: Advocacy in the Law School Curriculum

The marginalisation of the teaching and learning of legal research in the Australian law school curriculum is, in the author’s experience, a condition common to many law schools. This is reflected in the reluctance of some law teachers to include legal research skills in the substantive law teaching schedule — often the result of unwillingness on the part of law school administrators to provide the resources necessary to ensure that such integration does not place a disproportionately heavy burden of assessment on those who are tempted. However, this may only be one of many reasons for the marginalisation of legal research in the law school experience. Rather than analyse the reasons for this marginalisation, this article deals with what needs to be done to rectify the situation, and to ensure that the teaching of legal research can be integrated into the law school curriculum in a meaningful way. This requires the use of teaching and learning theory which focuses on student-centred learning. The adoption of legal research as an integral part of the Australian law school curriculum is outlined through the use of a normative model. This objective is predicated on the assumption that legal research is an essential skill for lawyers and law students alike, and therefore should be afforded more weight in the law school curriculum. The integration of legal research, not only into the objectives of law schools but also into the fabric of the teaching and learning program, is a fundamental requirement for the production of a superior law graduate.

In Memoriam, Jill Anne Kowalik (1949-2003)

On October 30, 2003, Jill Anne Kowalik, Associate Professor of German in the Department of Germanic Languages at UCLA, died of the misdiagnosed metastatic breast cancer she lived with for her last fourteen years. She is survived by her husband, Bill Kowalik, a research geologist. A graduate of the University of California, Santa Barbara, in Philosophy and German, she received her Ph.D. in German Studies from Stanford University in 1985. Since 1989, she has taught at UCLA, after serving as assistant professor of German at the University of Colorado, Boulder (1985-1986), and at Princeton University (1986-1989). Though barely able to walk because of a brain tumor in the late Spring of 2003, she finished the quarter's classes, graded exams for over one hundred students, and then went to the City of Hope Hospital for radiation treatment. She was on research leave when she died. Even though the illness required several lengthy hospitalizations and intensive treatments (two bone marrow transplants and one femur replacement), for which she was given sick leaves, and even though she received numerous debilitating chemotherapy regimens, Jill followed a full teaching schedule of graduate and undergraduate classes in 18th- and 19th-century German studies. In order to increase enrollments in undergraduate German literature classes, she designed and taught a number of well attended and inspiring literature in translation courses on such subjects as Love and Sex in the German Literary Violence and Insanity, or War. At Jill's memorial, a former graduate student, Lisa Parks, described her effect on undergraduates and graduates with the following words: If time was one of the resources that Jill was short of, it was also the resource she gave most generously. Regardless of her own commitments, not to mention her health, Jill always devoted her time to her students and the department-to discuss a matter, or solve a problem. ... As a teacher, her Socratic approach engaged all students from all disciplines and demanded the highest standards from herself and her students; she was a truly inspiring, and provocative teacher. ... I am indebted to her for her devoted support, her mentoring, ...and can only try to emulate her in my own future career. As a scholar, Jill was just beginning her career with brilliant essays on Thomas Mann, Kleist, and the Enlightenment, when the illness struck. Nonetheless, she produced a score of articles on the works of such writers as Goethe and Lessing as well as dictionary entries and numerous book reviews in such venues as The German Quarterly, Modern Language Quarterly, Monatshefte, the Lessing Yearbook, and the Yearbook of the Goethe Society of North America. When her first book, The Poetics of Historical Perspectivism: Breitinger's Critische Dichtkunst and the Neoclassic Tradition, was published in 1992 by University of North Carolina Press, she was already at work on a re-evaluation of the concept of melancholy in the 18th century. …

On serving as department chair

Each year a small group of computer science educators are selected to become chairs of their departments. This experience is often referred to as "losing the lottery." The panelists have a different view. We believe that department chairs make important contributions to the success of their departments. Department chairs help new faculty develop as educators and professionals. Department chairs help to create an environment where students and faculty can enjoy their work and be productive. Department chairs can facilitate curriculum development and change, thereby helping keep the department's offerings current.The panelists have experience in a variety of educational environments. All have served as department heads. All have had to deal with the normal problems that department heads deal with - recruiting new faculty, obtaining funds for equipment, getting adequate funds for faculty salaries, acquiring technical support personnel, dealing with rapid increases in the number of majors, arranging teaching schedules, assisting with grant proposals, etc.Most department chairs have little or no guidance as they begin their tenure. This panel is an attempt to alleviate this problem. The panelists believe that their experiences can help new department chairs adjust to the multiple and sometimes conflicting demands of their new job.

You've Got to Be Carefully Taught: Learning and Relearning Literature (review)

Reviewed by: You’ve Got to Be Carefully Taught: Learning and Relearning Literature Thomas Kent Jerome Klinkowitz. You’ve Got to Be Carefully Taught: Learning and Relearning Literature. Carbondale, IL: Southern Illinois UP, 2001. 167 pp. You’ve Got to Be Carefully Taught: Learning and Relearning Literature is a personal memoir, and as a memoir, the book does not develop a thorough pedagogical theory regarding the learning and relearning of literature. Nor does the book provide the results of research, as the term “research” is ordinarily understood. Following the conventions of the personal memoir, Jerome Klinkowitz relates a story about his development as a teacher of literature, a story that thoroughly condemns our current approaches both to teaching literature and to training graduate students. The book is organized in three chapters, with an Introduction and Afterword. The trajectory of the narrative traces Klinkowitz’s education in literary studies beginning in high school, moving through his experiences as a graduate student at the University of Wisconsin, and culminating with his current academic position at the University of Northern Iowa. The greater part of Chapter One addresses Klinkowitz’s adventures or perhaps misadventures as a doctoral student, especially his encounter with the comprehensive examinations administered by the Department of English at Wisconsin. These examinations serve as a kind of touchstone for Klinkowitz’s life as a graduate student and represent one of the better examples of the problems inherent with graduate education in general. For Klinkowitz, questions on one of his doctoral exams reflected “gobbledygook being spooned out” in courses taught by young assistant and associate professors whom he had shunned (36). Klinkowitz’s graduate education concerned relations of power more than learning, where who you know is more important than what you know. For example, Klinkowitz tells us about “Harry Hayden Clark’s immense professional power and his homely, offhand way of exercising it” (44). Clark possessed the power to “arrange a Fulbright appointment” for a colleague, and he wielded his power to make sure that Klinkowitz received an assistant professorship at Northern Illinois University. Finally, Klinkowitz’s Wisconsin “Education,” the title of his first chapter, introduces one of the major themes of the book: “Much in the standard curriculum [of literary studies] fails the purpose of literature, which is to provide artistically written expression, in a culture’s common language, of its most imaginative thoughts” (163). [End Page 220] Chapter Two is titled “Home Schooling” and relates Klinkowitz’s account of the largely deplorable teaching conditions at Northern Illinois University and at the University of Northern Iowa during the 1970s and 1980s. Klinkowitz explains, for example, that at the University of Northern Iowa during the 1970s many English department faculty “picked up” their doctorates “at the University of Iowa, ninety miles to the south, no one ever questioning the propriety of a tenured faculty member on full pay seeking credentials from a sister institution governed by the same Board of Regents. . . . A traveling trophy moved from one member to another as each new doctorate was received. In some cases, these people went from being high school teachers to full professors without ever being a resident doctoral student at all. The notion of a university, so novel here in Cedar Falls, was something the faculty knew very little about” (70). Klinkowitz, however, managed to overcome the obstacles placed in the way of his academic success, primarily obstacles erected by the seemingly dysfunctional faculty that populated the Department of English at the University of Northern Iowa. Because he takes himself out of the running for a distinguished professorship elsewhere, “UNI . . . rewarded [him] with a six-hour teaching schedule” and allowed him to teach his “two courses in a concentrated half-semester format” (87). In this format, he began to teach the department’s Introduction to Literature course designed for non-majors, and his “course’s success delighted the administration and annoyed the English department faculty.” In Chapter Three, Klinkowitz describes in great detail the subject matter covered in his Introduction to Literature Course as well as the successes that he achieved in the course. As I indicated previously, Klinkowitz does not present any sort of pedagogical theory here or elsewhere in the...

Taking Retirement: A Beginner's Diary (review)

212Fourth Genre New York and weekends Boris flew up from the city to meet his family, landing on a nearby lake. The young Hochschüd was enamored by this uncle, by his "commanding physical presence. He loomed large above my childhood landscape, an elemental Ufe force." Yet this essay is far more than sentimental homage to his uncle. For juxtaposed with Boris is another Russian, Victor Serge, an anarchist who fought with the Bolsheviks in the Russian CivUWar. "A fine writer and a man ofluminous moral inteUigence, [Victor] spoke out for free speech and democracy, and was harassed, jailed, and exiled by StaUn. Suddenly, reading Serge's memoirs, I reaUzed that on one day in October 1919, at the site of an old observatory just outside Petrograd, Victor Serge and my beloved Russian uncle . . . had fought on opposite sides of the very same battle." In 1978 Hochschüd traveled to Russia to find the battlefield. His essay about these two men he admires, for vasdy different reasons, is the result. And the result teaches us a crucial lesson for our own time. Now, when the media thrives on sound bites and paints pictures in black and white, Hochschüd delves deep into his subjects and never provides the easy answer. And so we, his readers, also pause to understand, for example, the psyche of a lover of czarist Russia ... or that ofa poor white man embroüed in theAryan Nations. Thejourney, Hochschüd writes, "usuaUy changes the writer"; so, too, does the journey, because ofHochschfld's careful guidance, change the reader. In the tide essay Hochschüd describes, with self-deprecating humor, how, at the beginning of his career, he particularly wanted to be a novelist because he yearned to be, for the 1960s, what Fitzgerald and Hemingway were for the 1920s: "the voice of [his] generation." IronicaUy, Adam Hochschüd surpasses this youthful desire and becomes, because he writes nonfiction, a voice for the century. How lucky we are he never pubUshed that first novel. For our world is safer, more beautiful, more moral, better understood , with Hochschild, a muckraking angel, watching and reporting truth. Reviewed by Sue William Silverman Taking Retirement: A Beginner's Diary by Carl H. Klaus Beacon Press, 1999 256 pages, cloth, $25.00 Carl Klaus, who retired in 1997 after thirty-five years at the University of Iowa, founded the nonfiction writing program there and taught such Book Reviews213 courses as the personal essay and the art ofjournal keeping. His My Vegetable Love and Weathering Winter, Uke the current volume, employ the daybook format—a technique he has mastered. The Klaus touch—keen observation of the natural world, delightful descriptions of his garden and meals prepared at home, doses of humor and irony, talk of health concerns, some musings about mortaUty—is supplemented in this book by emotional depth. In 1992 Klaus, exhausted by a heavy teaching schedule, decided to start phased-in early retirement. When the diary begins in February 1997, he's teaching his last semester and feels conflicted; he intends the dafly writing to help him "cope with the impending loss." To a larger degree than he suspected , his self-identity is intertwined with his work, and he now agonizes over his pending retirement while recognizing the benefits of it. He experiences highs and lows almost dafly as if he "were on drugs or had somehow lost control" of himself. Despite a divorce in his thirties and a triple bypass in his fifties, this seems the biggest crisis of his life. Searching for answers, Klaus considers future activities: writing essays for pubUc radio; teaching his favorite course "gratis under my own auspices" in some cozy setting in Iowa City; and, briefly, even seUing real estate. He prods conversations about retirement from coUeagues, townspeople, and relatives who have retired or are about to and learns, among other things, that women especiaUy might not share his reasons to grieve their retirement. Too, it occurs to him that in retirement the financial benefits ofhis profession are superior. In the meantime, he turns down his department's plans to give him a party, agreeing simply to a tree planted in his honor in a park...

Use of Environmental Teaching Kits in Hong Kong.

A systematic postal survey of 449 schools in Hong Kong (including kindergartens, primary and secondary schools) was conducted to investigate the use of environmental education teaching kits and to obtain feedback from teachers about the view and comments in using these kits. Results indicated that kindergartens used teaching kits more frequently than secondary and primary schools. Most of the schools found the existing teaching kits helpful. Appropriate content, updated information, attractiveness to students and inclusion of a teachers' guide were considered important criteria in deciding the use of the teaching kits. Good illustrations, quality production and appropriate duration for the class were considered important factors too. The tight teaching schedule was the major hindrance for secondary and primary schools in the use of the environmental teaching kits. However, the main hindrance for using environmental teaching kits in kindergartens was that they did not have sufficient copies. Hong Kong schools would like to see new teaching kits about waste recycling, energy conservation, green behaviour, air pollution, noise pollution, sewage treatment and wildlife endangering, focusing on Hong Kong and China.

Augmenting cognitive learning of community nutrition by tutorials.

Community health interventions are increasingly being considered a priority area in medical curriculum. In the topic of nutrition, a situation analysis of final MBBS students in our institution revealed significantly lower levels of knowledge in community applications as compared to basics and clinical aspects, indicating the need for some educational intervention. An improvised tutorial was conducted to address this deficiency at cognitive level. The intervention was a special scheme of flow of discussion with a positive bias in favour of nutritional applications at community level. Half of the learners were given routine tutorial, as part of existing teaching schedule in nutrition and the remaining were subjected to educational intervention, to provide control and study groups respectively. Before and after assessment of the recall of learners on community applications demonstrated a positive impact of improvised tutorial. The learners' level of knowledge in two groups was comparable before the tutorial but it was significantly higher ('P' < 0.001) in study group as compared to control, after the tutorial (mean scores: 134.38/150 and 91.20/150 respectively). No extra resources, tutor time or student's learning hours were needed for the improvised tutorial. Tutor's positive bias in favour of applied aspects can bring about a desired change even in conventional teaching-learning process, without asking for extra resources. It can be a supplement to community-based learning.

Vocal Integrity of Elementary Vocal Music Teachers: Personal and Environmental Factors

Voice and music education literature describe vocal stresses associated with vocal music teaching that may jeopardize vocal integrity. The purpose of this investigation was to systematically examine the predictive ability of three factors associated with professional voice use in elementary vocal music teaching to predict scores on a self-rated index of vocal integrity (Voice Conservation Index). Factors were: (a) percentage of life span spent in teaching, (b) a teaching schedule factor, and (c) specific dosimetric measures of classroom noise. Regression analysis results showed a significant relationship between maximum classroom noise level and VCI pathology scores. Recorded maximum noise levels as high as 117 dBA with an average maximum level of 106.1 dBA across all teachers suggest the need for systematic assessment of noise in teaching environments. Given the demonstrated relation of noise level to teachers' perceptions of their vocal health, results also suggest the need for in-service training regarding their vocal use habits and teaching strategies for noisy environments.

Letters to the Editor

Letters to the Editor Dear Editor: The one-room schools, once the cornerstone ofAmerican education, are fast becoming dim nostalgia. Before they are completely forgotten, we ought to honor them and the extraordinary teachers who made them work. The last one-room school in Monongalia County, West Virginia, was permanently closed in 1982, victim of the modern trend of consolidation . Though a welcome change to many outsiders, it was a sad loss to the community it served and to Mary Bordinat, the teacher who made the school such a live, vibrant part ofthe community during its last ten years. Sarver School sat on the flat top of a mountain so high that a stranger feels like he has reached the top of the world. Built in 1880, the school was a frame building with white-painted lapped siding, with two outhouses in back on the edge of the bluff. For ninety-one years Sarver served the mountain community for grades one through six. In 1971 consolidation moved the elementary pupils to another school and Sarver became an early childhood development center, with Mrs. Bordinat as director during its ten-year existence. There were no complaints about the outdoor toilet from Mrs. Bordinat or the children or the parents—many of them had outhouses at home. But the school board ordered its destruction and replaced it with an indoor toilet and septic system. Mrs. Bordinat lamented the demise of the outhouse. "It was a great old John, " she says wistfully. Mrs. Bordinat did not confine her teaching to the inside of the building. Outside was another classroom, nature's own treasure house. A few yards behind the school a steep, wooded bluff dropped down a hundred feet. Zigzag trails led to several caves near the top and a pond at the bottom. The outdoor classroom contained the caves, the pond, trees, flowers, rocks, brush, rhododendron thickets, animals, birds, insects, moss, toadstools—all of which Mrs. Bordinat used in her programs. Although she developed well-planned teaching schedules, she readily altered plans to take advantage of opportunities. One morning while 20 driving to school, she spotted a freshly killed possum on the road. She stopped, picked it up, and took it to school, where it was used as a fascinating object of discussion. On another occasion a little girl missed the bus and her mother brought her to school on horseback. The horse immediately became an impromptu teaching subject. One year the school was given a duck. The county agriculture agent, addressing the class, told the children that a duck's sex can be determined by the stand of its tail feathers and he declared the duck a male. The duck was named Mac, until he began laying eggs, then he was renamed Maxine. The children had a great time taking Mac—or Maxine—down to the pond. The duck went home with a different child each day and with Mrs. Bordinat on weekends. In addition to the indoor classroom and Mother Nature's classroom, the children were taken on many field trips that added to their learning experience, such as picking apples, making applesauce, and dried apples. And early each spring a maple tree behind the school was tapped, sap collected, sugar water cooked in the tiny kitchen addition, and enough syrup produced to make a tasty meal of pancakes and syrup for the children. Though the children were only five years old, one year there was a little boy in the class already addicted to swearing when he became angry. Mrs. Bordinat, of course, could not allow that in school. She told him that if he really had to swear to go outside, to the farthest boulder along the cliff, and swear at the rock. During the next few days she received several inquiries from parents about the "cussing rock." Mrs. Bordinat's enthusiasm for education carried beyond the school. One little girl's mother mentioned that her husband was making good money with his repair business. Mrs. Bordinat told her that the little girl was very smart and would certainly go to college, and suggested they start putting away some money for it. The mother, one of six sisters...

Teaching and learning clinical skills, Part 2 — Development of a teaching model and schedule of skills development

In Part 1 of this paper the development of a multidisciplinary Skills Centre in a London teaching hospital, and the Clinical Skills Matrix, a composite list of skills required by nurses and doctors was described. Part 2 describes how a model for skills teaching, the Integrated Skills Teaching Model, was developed in order to provide a framework for teaching within the centre. This work and that of Alavi et al (1991) led to the development of a Schedule of Skills Development. This identifies the skills to be acquired and indicates the level of performance at specific stages throughout the Project 2000 programme. The schedule provides a comprehensive overview of skill development for teachers, students and clinical staff.

Trading Places: Teaching with Students in the Center and Professors on the Periphery of the Principles Course

After 14 years' experience in teaching Principles of Sociology (four sections of 30 to 40 students each per year) as a required course to nonmajor students, I was not satisfied with results, despite good to excellent evaluations from students. Further, although I was known as a good, but hard professor, my attempts to teach a rigorous course did not mean that students retained any more knowledge than they might otherwise. Indeed, research on learning retention after a typical course has ended shows fairly dismal results (McKeachie 1986). I was not only dissatisfied but bored, although I frequently tinkered with course by changing textbooks, tests, and paper assignments. At various times I had also tried simulation games, movies, guest speakers, and like. Although they worked for individual class sessions, they did not solve of course itself. It seemed to me that I still didn't have very happy students. On many days I dreaded going into classroom to try to entertain them, knowing that sooner or later I would see glazed look in their eyes that told me I was boring them. Still, there simply wasn't time to prepare involving and scintillating lectures for all classes on a four-course, three-preparation teaching schedule per semester, as well as fitting in time for research, publishing, and service work. When I had a few moments to discuss the problem of teaching Principles with colleagues, we all agreed how terrible it was that students had changed so much since our day and were no longer interested in learning. We swapped favorite war stories about classroom and went back to our posts, blaming TV generation for their unrealistic expectations to be entertained.

Kindergarten schedules: Effects on teachers' ability to assess academic achievement

A study was conducted to compare the effects of kindergarten schedules on teachers' ability to assess end of the year achievement. Subjects included 72 children attending “full-day” kindergarten, 70 children attending “alternate-day” kindergarten, and 53 children attending “half-day” kindergarten. Thirty teachers participated in the study. At the end of the academic year the Metropolitan Readiness Test (MRT) was administered to all children. Teachers were asked to rate the children's academic achievement prior to the administration of the MRT. Findings indicated that teachers' ratings of academic performance were positively and significantly related to children's scores on the MRT for the full-day and half-day teaching schedules. Teachers' ratings of children's achievement in the alternate' day kindergarten were not significantly related to their MRT scores. There were also significant differences between teachers' teaching in the alternate-day schedule and those teaching in the other two schedules in their ability to accurately assess end of the year performance on the MRT. Teachers teaching in the full-day and half-day schedules were more accurate in their ratings as compared to the alternate-day teachers. Implications for kindergarten assessment are discussed.

Chinese Teachers' Views of Western Language Teaching: Context Informs Paradigms

This article reports the views of 24 Chinese (People's Republic of China) teachers of English on the appropriateness and effectiveness of language-teaching methods (here defined according to Canale & Swain, 1980) for use in Chinese situations. The Chinese teachers believed that the communicative approach was mainly applicable in China only for those students who planned to go to an English-speaking country, and, as nonnative speakers, they noted their limitations with respect to the sociolinguistic and strategic competence in English that is required for using this approach effectively. The teachers also cited various constraints on implementing Western language-teaching methods, including the context of the wider curriculum, traditional teaching methods, class sizes and schedules, resources and equipment, and the low status of teachers who teach communicative rather than analytic skills. An examination of these views in light of the context and theory of Western language teaching demonstrates that the Chinese teachers' concerns have considerable justification. Various suggestions are made as possible means of adapting Western language-teaching methods to the situation in China. A considerable amount of ink has been spilled on the subject of the appropriateness and effectiveness of importing methods for the teaching of English as a second or foreign language to the teaching of English in the People's Republic of China (hereafter referred to as China). In this debate, some have emphasized the importance of Chinese current/traditional ways of teaching and learning (Harvey, 1985; Sampson, 1984; Ting, 1987; Wang, 1986). Others have noted the value of adopting Western approaches in China (Li, 1984; Maley, 1984, 1986; Spencer, 1986). Most of these authors and others have focused on the need to adapt Western practices to the demands and conditions for language learning and teaching in China (Scovel, 1983).

Summer Enrichment for Teachers

^ hat makes summer workshops / and courses such good opportunities? Perhaps it seems that _ you get the most for your time _ _^ ^Band money during the summer. Certainly the array of summer offerings is impressive when compared with opportunities available during the academic year. Have you noticed how much more enjoyable it is to attend workshops when you are not pressed by both the rigors of a teaching schedule and other responsibilities such as home and family? Time seems more available in the summer, getting away for a week or two is feasible, and focusing energy on personal and professional growth becomes a more realistic option. When you arrive at a workshop, it is

What language should be used for teaching?: Language policy and school reform in Burundi

Abstract This paper examines language of instruction policies in primary schools in Burundi where French is used for teaching in grades five and six and for administration of the concours national which selects students for admission to secondary schools. The present language policy, adopted in 1973, has been implemented in the context of dramatic increases in school enrolment achieved chiefly through the introduction of double shifts that have shortened the teaching schedule. Classroom observations, interviews with teachers and school directors and information obtained from testing grade six students in three primary schools as well as school leavers in the school catchment areas indicate that the use of French: (1) seriously distorts the programme of studies making it difficult for teachers to cover the syllabus, resulting in the neglect of agriculture and other practical subjects; (2) encourages teaching practices oriented to French vocabulary building rather than to enhancing understanding of academic subjects; and (3) while present policies may be effective in developing students’ literacy skills in French as well as in the mother tongue, school leavers who do not go on to secondary school do not maintain functional literacy in French. Attention is given to strategies for improving the teaching of French while reducing its importance in the school curricula and expanding instruction in the mother tongue and practical studies which were the objectives of the 1973 reform.

Careers in Academic Medicine

American academic medicine faces a crisis as we move toward the 21st century. Some of our most talented young physicians are avoiding an academic career because of the perceived stressful nature of such positions. Competition for grant funding, long hours of patient care, administrative demands, and heavy teaching schedules have discouraged these potential academicians. In the 1960s, medical schools sought to fill faculty positions with so-called triple-threat men: individuals who were original and productive investigators, inspired teachers, and compassionate, practicing physicians. Since that time, medical school faculty have felt compelled to strive toward this ideal. The outcome, however, is often less than ideal. Physicians who are truly outstanding in one of these three areas feel compelled to excel in all three, but sometimes they end up excelling in none. Moreover, job and personal in academic medicine have declined as these faculty members realize that they are not achieving their desired

Language and power in organizational process

Recognizing that “the core of the problem is to link (inter)action and structure without reducing one to the other “ (DiTomasi, 1982, p. 15), the language of groups of educators as they make decisions about how to classify students is examined. Circumstances which originate outside the institution (governmental policies, fiscal and legal considerations) interact with local circumstances (the practical project of processing cases, getting done with the work at hand, arranging teaching schedules) to influence the work of formal organizations. Plotting the reflexive relationships between structure and interaction presents a faithful rendition of the organization of social life in bureaucracies.

Modeling multiple criteria in the faculty assignment problem

This paper describes two multiple criteria models for generating teaching assignments for faculty members. The first model requires faculty members to input utility values for possible teaching schedules while the second model requires that each faculty member only rank order possible teaching schedules. Unlike previously proposed models for this problem, the models described in this paper allow the user to evaluate the impacts and tradeoffs between goals that are associated with each individual faculty member and goals that are associated with the organization as a whole during the faculty assignment process.

On the approximation of utility functions for faculty teaching assignments

A number of mathematical programming models have been proposed for generating faculty teaching assignments. Usually these models attempt to maximize the sum of the faculty members' utilities for the courses in the assignments. This paper demonstrates that the use of course utilities ignores important interaction effects in the determination of a faculty member's utility for a teaching schedule. As a result, solutions generated by the models can be far from optimal if the true objective of the scheduler is to maximize faculty utilities for their teaching schedules.

COMMUNITY COLLEGE FACULTY JOB SATISFACTION

This paper presents the findings of a 1983 survey of 131 faculty in four postsecondary institutions in a state in the southeastern U.S.A. The purpose of the study was to elicit faculty judgments about their self‐concepts and commitment, stresses, and satisfactions in work and family life. This report presents data only about the respondents and their work: their job and its stressors and job satisfactions and dissatisfaction. The study revealed that faculty derive high satisfaction from student achievement, their own intellectual growth in a discipline and the world of ideas, working under flexible and relatively autonomous conditions, and association with stimulating peers. Their chief dissatisfactions dealt with job conditions (equipment and facilities, inflexible teaching schedules), personal conditions (lack of recognition, heavy teaching load), salary, red tape, and student and colleague apathy. A secondary purpose of the study was to test Herzberg's two‐factor theory of job satisfaction. These respo...