Social Work Faculty Development: An Exploratory Study of Non-Tenure-Track Women Faculty

References

• Abrami, P. C., d’Apollonia, S., & Cohen, P. A. (1990). Validity of student ratings of instruction: What we know and what we do not. Journal of Educational Psychology, 82, 219–231.
   Web of Science ®Google Scholar
• American Association of University Professors. (2006). The status of non-tenure-track faculty. Retrieved from http://www.aaup.org/report/status-non-tenure-track-faculty
   Google Scholar
• American Association of University Professors. (2014). Policy documents and reports. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Ashkanasy, N. M., Wilderom, C. P., & Peterson, M. F. (2000). Introduction. In N. Ashkanasy, C. Wilderom, & M. Peterson (Eds.), Handbook of organizational culture and climate (pp. 3–11). Thousand Oaks, CA: Sage.
   Google Scholar
• Baldwin, R. G., & Chronister, J. L. (2001). Teaching without tenure: Policies and practices for a new era. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Bent-Goodley, T. B., & Sarnoff, S. K. (2008). Guest editorial: The role and status of women in social work education: past and future considerations. Journal of Social Work Education, 44, 1–8.
   Web of Science ®Google Scholar
• Bergom, I., & Waltman, J. (2009). Satisfaction and discontent: Voices of non-tenure-track faculty. On Campus With Women, 37(3), Retrieved from https://www.aacu.org/ocww/volume37_3/feature.cfm?section=2
   Google Scholar
• Boyer, E. L. (1991). The scholarship of teaching from scholarship reconsidered: Priorities of the professoriate. College Teaching, 39(1), 11–13.
   Google Scholar
• Camblin, L. D., & Steger, J. A. (2000). Rethinking faculty development. Higher Education, 39(1), 1–18.
   Web of Science ®Google Scholar
• Carnegie Classification of Institutions of Higher Education. (n.d.). About Carnegie Classification. Retrieved from http://carnegieclassifications.iu.edu
   Google Scholar
• Caye, J. S., & Zerden, L. D. (2014). Development of promotion materials for social work non–tenure track faculty: Internal and external factors. Journal of Social Work Education, 50, 535–547.
   Web of Science ®Google Scholar
• Council on Social Work Education. (2008). 2008 statistics on social work education in the United States. Retrieved from http://www.cswe.org/CentersInitiatives/DataStatistics/ProgramData/52539/44902.aspx
   Google Scholar
• Curtis, J. W. (2014). The employment status of instructional staff members in higher education, fall 2011. Washington, DC: American Association of University Professors.
   Google Scholar
• Curtis, J. W., & Thornton, S. (2013). Here’s the news: The annual report on the economic status of the profession 2012–2013. Washington, DC: American Association of University Professors.
   Google Scholar
• Ehrenberg, R. G., & Zhang, L. (2005). Do tenured and tenure-track faculty matter? Journal of Human Resources, 40, 647–659.
   Web of Science ®Google Scholar
• Fogel, S., & Cook, J. (2006). Considerations on the scholarship of engagement as an area of specialization for faculty. Journal of Social Work Education, 42, 595–606.
   Web of Science ®Google Scholar
• Freedenthal, S., Potter, C., & Grinstein-Weiss, M. (2008). Institutional supports for faculty scholarship: A national survey of social work programs. Social Work Research, 32, 220–230.
   Web of Science ®Google Scholar
• Gappa, J. M., Austin, A. E., & Trice, A. G. (2007). Rethinking faculty work: Higher education’ s strategic imperative. San Francisco, CA: Wiley.
   Google Scholar
• Greenwald, A. G. (1997). Validity concerns and usefulness of student ratings of instruction. American Psychologist, 52, 1182–1186.
   PubMed Web of Science ®Google Scholar
• Hart, J. (2011). Non–tenure track women faculty: Opening the door. Journal of the Professoriate, 4(1), 96–123.
   Google Scholar
• Hess-Biber, S., & Leavy, P. (2011). The practice of qualitative research. Thousand Oaks, CA: Sage.
   Google Scholar
• Hubbard, B. A., & Smith, C. (2003). The growth of full-time non-tenure-track faculty: Challenges for the union (Report No. 36-0700). Washington, DC: American Federation of Teachers, AFL-CIO.
   Google Scholar
• June, A. W. (2009, September 10). An activist adjunct shoulders the weight of a new advocacy group. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/An-Activist-Adjunct-Shoulders/48348/
   Google Scholar
• Kezar, A., & Sam, C. Eds. 2010. Understanding the new majority of non-tenure-track faculty in higher education: Demographics, experiences and plans of action. ASHE Higher Education Report 36(1):1–133. DOI:10.1002/aehe.3604
   Google Scholar
• Leslie, K. (2013). Faculty development for academic and career development. In Y. Steinert (Ed.), Faculty development in the health professions: A focus on research and practice (pp. 97–118). Dordrecht, The Netherlands: Springer Netherlands.
   Google Scholar
• Maramaldi, P., Gardner, D., Berkman, B., Ireland, K., D'Ambruoso, S., & Howe, J. (2004). Mentoring new social work faculty: A gerontological perspective. Gerontology & Geriatrics Education, 25, 89–106.
   PubMedGoogle Scholar
• McAllister, C., Harold, R., Ahmedani, B., & Cramer, E. (2009). Targeted mentoring: Evaluation of a program. Journal of Social Work Education, 45, 89–104.
   PubMed Web of Science ®Google Scholar
• Nelsen, W. C. (1983). Faculty who stay: Renewing our most important resource. New Directions for Institutional Research, 40, 67–83.
   Google Scholar
• Padgett, D. (1998). Qualitative methods in social work research: Challenges and rewards. Thousand Oaks, CA: Sage.
   Google Scholar
• Padgett, D., & Begun, A. (1996). The writer’s guild: A model of support for social work faculty. Journal of Social Work Education, 32, 237–244.
   Web of Science ®Google Scholar
• Pankin, R., & Weiss, C. (2011). Part-time faculty in higher education: A selected annotated bibliography. Retrieved from http://digitalcommons.providence.edu/sociology_fac/1
   Google Scholar
• Reevy, G. M., & Deason, G. (2014). Predictors of depression, stress, and anxiety among non-tenure track faculty. Frontiers in Psychology, 5, 1–17.
   PubMed Web of Science ®Google Scholar
• Reis, R. M. (1997). Tomorrow’s professor: Preparing for academic careers in science and engineering. Hoboken, NJ: Wiley-IEEE Press.
   Google Scholar
• Sakamoto, I., Anastas, J. W., McPhail, B. A., & Colarossi, L. G. (2008). Status of women in social work education. Journal of Social Work Education, 44, 37–62.
   Web of Science ®Google Scholar
• Shera, W. (2008). Changing organizational culture to achieve excellence in research. Social Work Research, 32, 275–280.
   Web of Science ®Google Scholar
• Sorcinelli, M., & Yun, J. (2007). From mentor to mentoring networks: Mentoring in the new academy. Change: The Magazine of Higher Learning, 39(6), 58–61.
   Google Scholar
• Waltman, J., Bergom, I., Hollenshead, C., Miller, J., & August, L. (2012). Factors contributing to job satisfaction and dissatisfaction among non-tenure-track faculty. Journal of Higher Education, 83, 411–434.
   Web of Science ®Google Scholar
• West, M. S., & Curtis, J. W. (2006). AAUP faculty gender equity indicators 2006. Washington, DC: American Association of University Professors.
   Google Scholar
• White, J. (2009). Excluded by choice? Contingent faculty and the leadership core. On Campus with Women, 37(3), Retrieved from http://archive.aacu.org/ocww/volume37_3/national.cfm
   Google Scholar
• Wilson, P., Valentine, D., & Pereira, A. (2002). Perceptions of new social work faculty about mentoring experiences. Journal of Social Work Education, 38, 317–333.
   Web of Science ®Google Scholar
• Wolfer, T. A., & Johnson, M. N. (2003). Re-evaluating student evaluation of teaching: The teaching evaluation form. Journal of Social Work Education, 39, 111–121.
   Web of Science ®Google Scholar