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Professors in state colleges, often those at the assistant and associate rank, may teach four courses and often more than one section of the same course This is considered a full undergraduate teaching load They may lecture most of the time because it enables them to cover the syllabus and because preparation of lectures is so time consuming that planning greater diversity in method is impossible Learning is evaluated by means of frequent examination and assigned papers Personal conferences occur when initiated by the student or the professor Classes and of ce hours are scheduled during the daytime In addition to teaching, these professors are assigned a number of advisees; the relationship with advisees often involves approving course loads at registration time The college is committed primarily to teaching, but administrators notice those who have contributed to important journals when promotions are considered
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Professors and administrators in colleges and universities typically have earned bachelor s, master s, and doctor s degrees Some have skipped the middle degree and continued without interruption from the bachelor s to the doctor s degree A doctor s degree is essential if one expects to proceed up the career ladder in four-year colleges and universities In two-year colleges a master s degree often is adequate (The two-year college is characterized by a different career system, which is described later in this chapter) Selecting the institutions at which one prepares for a career in higher education can be very important Anyone who aspires early in life to an academic career would be wise to select carefully a college for undergraduate study If the information is obtainable, one should choose a college for its reputation in one s chosen eld of study and for the reputations of professors in that eld Often, faculty recommend students for admission and fellowships In universities, professors encourage their most able students to undertake graduate study In graduate school, selecting a major adviser who is prominent in one s eld is central to receiving good guidance and often is an important link to initial employment and advancement in the eld after graduation In the course of graduate study, there is time and opportunity to survey job possibilities Making decisions about the type and the size of institution that t one s career aspirations requires considerable thought and probably some compromise Not infrequently, prospective professors seek to
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teach and do research in an institution exactly like the one at which they earned their doctorate Some important questions a prospective professor should ask are: Is my major interest teaching Am I more inclined toward research Which institutions have the strongest faculties Which have adequate access to library and other resources The job market, of course, determines how much choice the prospective college teacher or researcher has Irrespective of the job market, however, the selection of an institution for employment is important to the candidate and to the institution Place of employment is a major factor in a young professor s quality of life, and it often determines the extent of support and encouragement that will be forthcoming from the administration Students of higher education use the term t to describe the compatibility of a candidate and an institution Fit has social, intellectual, and cultural dimensions It includes lifestyle, philosophical (and sometimes religious) persuasion, social class, devotion to intellectual pursuits, and cosmopolitanism Fit also may have snobbish manifestations Higher education is not immune to esoteric stodginess and stubborn tradition A new faculty member, although freshly charged with ideas for reform and renewal, may make little difference if his or her ideas diverge too far from those of the entrenched professors Neophytes hardly ever reform an establishment, and trying to do so is usually more punishing to them than to veterans
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