Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.
Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future st...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Public Library of Science (PLoS)
2020-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0227633 |
| _version_ | 1829498555667054592 |
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| author | Ashley Harlow Stanley M Lo Kem Saichaie Brian K Sato |
| author_facet | Ashley Harlow Stanley M Lo Kem Saichaie Brian K Sato |
| author_sort | Ashley Harlow |
| collection | DOAJ |
| description | Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals. |
| first_indexed | 2024-12-16T08:17:09Z |
| format | Article |
| id | doaj.art-a03a5c5132b741a4a6250af5a594abae |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-12-16T08:17:09Z |
| publishDate | 2020-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-a03a5c5132b741a4a6250af5a594abae2022-12-21T22:38:14ZengPublic Library of Science (PLoS)PLoS ONE1932-62032020-01-01151e022763310.1371/journal.pone.0227633Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.Ashley HarlowStanley M LoKem SaichaieBrian K SatoTeaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.https://doi.org/10.1371/journal.pone.0227633 |
| spellingShingle | Ashley Harlow Stanley M Lo Kem Saichaie Brian K Sato Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. PLoS ONE |
| title | Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. |
| title_full | Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. |
| title_fullStr | Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. |
| title_full_unstemmed | Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. |
| title_short | Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives. |
| title_sort | characterizing the university of california s tenure track teaching position from the faculty and administrator perspectives |
| url | https://doi.org/10.1371/journal.pone.0227633 |
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