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Table 66 Median Salaries (in Dollars) of Selected Two-Year College Administrators (in Dollars), 2002
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Chief executive of cer Chief academic of cer Director, library services Director, academic computing Dean, arts and sciences Dean, business Dean, continuing education Dean, education Dean, engineering Dean, ne arts Dean, occupational or vocational education Chief business of cer Chief nancial of cer Chief personnel/human resources of cer Director, administrative computing Chief development of cer Director, corporate and foundation relations Chief public relations of cer Director, governmental relations Director, community services Chief student affairs of cer Chief admissions of cer Registrar Director, food services Director, student housing Director, student activities Director, student health services, nurse Director, athletics 122,000 88,294 55,370 59,451 67,214 69,384 70,371 71,282 66,648 76,922 68,857 84,721 72,932 65,468 62,566 63,900 63,900 55,438 80,414 55,178 75,247 58,072 48,353 44,420 38,040 48,955 48,673 57,000
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Source: Adapted from Facts & Figures: Median Salaries of College Administrators by Type of Institution, 2001 2002, Chronicle of Higher Education, April 12, 2002
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of parents setting the couple up with land, animals, a house, and a barn She was not allowed to go beyond the eighth grade Instead of accepting a rural existence, she took off for Chicago Her unful lled dream did tend to nag at me
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My high school graduation, though, occurred during the recession of 1961, and precious few jobs were available The Army sounded like a reasonable idea (Vietnam being several years down the road), so I enlisted In retrospect, that decision was one of my best When my enlistment was complete, I took advantage of a state scholarship for veterans and the GI bill I began college as a twenty-one-year-old freshman business major, with an ambition to make as much money as possible Within two years that ambition changed Money, I realized, was not as important to me as making a contribution to society I decided to teach, and I have never regretted the decision More than thirty years later, I still love teaching I went on for a doctorate out of the same motivation to make a contribution Although I thoroughly enjoyed teaching high school social studies, I realized that if I worked really hard, I might have a greater impact Since joining the University of Houston faculty, I have been blessed with opportunities both within the institution and at national and international levels For most of us who become professors especially us former teachers who are used to having our time regulated by classroom bells the hardest part is that we are, in the words of Jean-Paul Sartre, condemned to freedom We have to make many choices about how to use our time In general, professors are responsible for teaching, scholarship, and professional service The balance among the three areas depends on the type of institution in which the professor is employed and his or her career stage Professors normally spend six years on probation before being considered for tenure The beginning rank for a baby doc is usually assistant professor, and often (but not always) promotion to associate professor and the granting of tenure are tied together The ultimate is to be a tenured full professor Faculty in small, private institutions usually carry a heavier load of actual teaching than do their colleagues in larger research universities Faculty in research universities, on the other hand, typically have to meet higher expectations in terms of published scholarship Untenured faculty must spend more of their time estab-
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lishing a scholarly record and demonstrating excellence in teaching Senior, tenured faculty spend a proportionately greater amount of time providing service on university committees or providing leadership in professional organizations at the local, state, and national levels Even before being tenured, I was elected to the board of directors of the Association of Teacher Educators, a national professional group in which I had become involved as a graduate student When I completed that term, I was asked to represent the association on the National Council for Accreditation of Teacher Education, the accrediting body in this country that is recognized by the US Department of Education to provide national quality assurance for programs to prepare educators Both of these professional service roles proved to be exciting experiences as well as great personal honors On the National Council for Accreditation of Teacher Education, I was part of decisions about whether teacher education institutions from across the country were worthy of the prestige that is accorded by national accreditation In the eld of education, state approval of teacher education programs is basic because each state issues its own licenses to practice in the teaching profession National accreditation is voluntary (unless the state requires it), and it speaks highly of the institution that is willing to go above and beyond minimum state expectations in its teacher education programs
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Upsides and Downsides A career in higher education, especially in preparing teachers and administrators, is a wonderful opportunity to have an impact on the future If I send a new kindergarten teacher into the profession today, he or she will teach children who will live into the twenty-second century That s impact! Providing some measure of leadership in professional organizations at the national level is another form of impact The Association of Teacher Educators began in 1920, and at this writing I have just completed a term as president of the association Inheriting the legacy of others, and leaving a legacy of one s own, are special opportunities that few people have
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The major downside of a career as a professor is the prolonged apprenticeship that one must endure to be tenured in higher education That six-year period can be full of angst and anxiety Administration in higher education is professional service, and the mounds of memoranda I wrote over the years never have been solicited by a publisher The journal articles, chapters, books, and papers I wrote and continue to write count far more as the coin of the realm in higher education Amy H Shapiro is professor of philosophy at Alverno College in Milwaukee, Wisconsin, where she has been teaching since 1986 She describes what the work is like, what some of the upsides and downsides are, and what she would advise people seeking a position like hers My rst experience teaching was at a small private school in a western suburb of Chicago An introduction to moral philosophy gave me a glimpse of the extraordinary power of teaching The course was for students in the health profession, most of whom were nurses Moral philosophy came alive in the context of their everyday choices and responsibilities Their wealth of experience and the profound issues they brought to questions of ethics created a dynamic that made every class session engaging and exciting for both the students and me That dynamic also gave me a grasp of applied philosophy As a college professor, I never cease to be amazed at how ironic it is that the least of my professional time is spent teaching Fortunately I work in a college that is truly devoted to teaching As a result, I do not have the pressures to publish that many other faculty have I am expected to play a signi cant role in curriculum design, in development of new faculty, and in ongoing dialogues with my colleagues about learning and assessment strategies; to sit on college committees; and to be actively involved in education-related issues in the community In a college where the focus is on the student, another important aspect of my job is involvement with student groups and concerns In addition to my membership in my discipline division and department, I advise two student groups I attempt to attend as many student programs or sports events as possible throughout the year, and