Description
Book SynopsisAnalyzing the rich data gleaned from the faculty surveys, they track how these norms are understood and interpreted across academic disciplines and are influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience.
Trade ReviewTools for monitoring and evaluating the behavior of graduate teachers are also provided, in this practical, serious-minded reference and resource that no campus administrator or supervisor should be without. -- James A. Cox Midwest Book Review
Table of ContentsList of Tables
Acknowledgments
Introduction: The Critical Role of Norms in Graduate Education
1. Incidents of Faculty Improprieties in Graduate Training
2. Study Design
3. The Normative Structure of Graduate Education
4. Norm Espousal by Institutional Type and Academic Discipline
5. Personal Attributes and Norm Espousal
6. Norm Espousal and Faculty Professional Attainments and Involvement
7. Core Norms, Differentiated Norms, and Key Differentiating Factors
8. Graduate School Socialization and the Internalization of the Norms of Graduate Study
9. The Support of Graduate Teaching Norms by Supporting Organizations
10. Further Perspectives on the Internalization of the Norms of Graduate Teaching and Mentoring
11. Conclusions and Recommendations for Research, Policy, and Practice
Appendix A: The Graduate Teaching and Mentoring Behaviors Inventory
Appendix B: Means and Standard Deviations for Behaviors Included in the Graduate Teaching and Mentoring Behaviors Inventory (GTMBI)
Appendix C: Respondent Bias Assessment
References
Index
