Blazing New Trails - Connexions

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324 CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION The professors’ responses indicated that the majority were made aware of their university’s tenure policies when they were hired as well as someone was available to help them understand that policy. Respondents also reported that while there was someone available for defining the tenure policy, the majority of the professors (30.4%) did not have a mentor available to help them understand the requirement or expectations for service. Research Question Three In response to research question three, professors were asked to identify the ways in which they had added to their service agendas. Eight potential service areas were listed as well as the level of that service ranging from department to international service opportunities. Respondents were asked to check all of the areas that applied to their particular experiences. This resulted in various responses rates for each area. Table 5 reveals the collected data. Table 5. Opportunities for Service. Service Area Department College University State National International Committee Member 94.0% (63) 74.6% (50) 77.6% (52) 25.4% (17) 37.3% (25) 13.4% (9) Reviewer 14.5% (8) 16.4% (9) 10.9% (6) 38.2% (21) 87.3% (48) 29.1% (16) Assistant Editor 0.0% (0) 7.1% (1) 0.0% (0) 21.4% (3) 64.3% (9) 28.6% (4) Editor 16.7% (2) 8.3% (1) 8.3% (1) 16.7% (2) 66.7% (8) 25.0% (3) Board Member 10.7% (3) 17.9% (5) 10.7% (3) 46.4% (13) 57.1% (16) 10.7% (3) Guest Speaker 21.3% (10) 29.8% (14) 42.4% (20) 70.2% (33) 44.7% (21) 29.8% (14) Organizational Activities 45.6% (26) 40.4% (23) 43.9% (25) 45.6% (26) 49.1% (28) 17.5% (10) Advisor 89.7% (52) 41.4% (24) 27.6% (16) 8.6% (5) 8.6% (5) 1.7% (1) Service in higher education usually begins at the department level and moves across a wide spectrum that includes college, university, state, national, and international fields. The data presented in Table 5 revealed that committee membership (94.6%) and advising (89.7%) were the two primary means of service at the department level; the same was seen at the college level with committee membership (74.6%) and advising (41.4%) respectively. The two primary means of service at the university level included committee membership (77.6%) and involvement in organizational activities (43.9%). At the state level, service centered primarily on guest speaking (70.2%) and being a board member of an organization (46.4%). The national level of service recognized reviewer work (87.3%) and editorship (66.7%) as the main ways in which the participants fulfilled service obligations. Service opportunities at the international level showed a decrease in participation from the professors with the majority (29.8%) reporting services as guest speakers and reviewers (29.1%).
Qualitative Data Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring 325 After collecting and coding the responses from the open-ended statements, three primary themes emerged regarding the ways in which tenured faculty could be of assistance to junior faculty concerning service requirements: (1) mentoring them in the area; (2) sharing service opportunities with them; and (3) modeling behaviors that encourage junior faculty to become involved in service endeavors. Mentoring. Mentoring provides tenured faculty opportunities to assist junior faculty with the transition from the public education sector to that of higher education (Boreen, Johnson, Niday, & Potts, 2000). Novice professors face many challenges as they make this change and acclimate themselves to their new positions and responsibilities. One area of concentration for new faculty is recognizing the importance of tenure and how it is achieved. Because the process of achieving tenure is university specific (Stalcup, 2006), members of the existing faculty who have already achieved tenure seem the most likely mentor for newly hired assistant professors. Villani (2006) posited that if mentoring from tenured faculty occurs the performance and success of newly hired professors may be beneficial to helping junior faculty acclimate themselves to their roles in higher education. As one respondent shared, “[We should] act as mentors to navigate the [tenure] system and [help them] locate service opportunities.” Another professor felt that there should be “formal and informal mentoring related to teaching, scholarship, and service…in that order.” Tenured faculty who serve as mentors should provide a positive and lasting impact on the professional lives of junior faculty to enable them to “find success and gratification in their new work” (Rowley, 1999, p. 20). Striving to reach tenure (Greene, et al., 2008) coupled with understanding their new roles as assistant professors leaves many junior faculty members needing words of encouragement and elements of a supportive effort to sustain them. This is mentoring at its simplest. Sharing. The professors also identified that sharing was vital when assisting young faculty in locating and providing service opportunities. Junior faculty members may face several obstacles when deciding on what service opportunities are and how they can take part in those opportunities. Again, this constitutes the need for a mentor to help guide them in the area of service. For mentoring to prove successful, senior faculty members who have agreed to be mentors invest a great deal of time and effort to share information about service opportunities with non-tenured faculty (Rowley, 1999). This kind of energy consists of, as one participant suggested “include them [junior faculty] in activities and recommend them for opportunities of which they are unaware.” Other professors shared that they had a responsibility to “[connect] them with organizational leaders who can provide meaningful experiences” as well as “[partner] with them in various activities.” Excelling in the area of service may rest in the willingness of existing faculty to share service opportunities with novice assistant professors. Participants wrote that they saw sharing as a means of helping junior faculty with service activities by nominating them for various committees as various levels of higher education, by involving them in already existing service events, and providing networking possibilities from involvement in professional organizations and civic happenings. Trying to identify and find ways to increase the amount of service to the profession is somewhat unknown to junior faculty members, but with the help and guidance of tenured professors, as
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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Superintendent Decision-making and
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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CRITICAL ISSUES IN PROMOTING ACADEM
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The Effective Practices and Beliefs
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Creating Shared Meaning in High Per
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