Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives

Autoři: Ashley Harlow aff001;  Stanley M. Lo aff002;  Kem Saichaie aff003;  Brian K. Sato aff004
Působiště autorů: School of Education, University of California Irvine, Irvine, California, United States of America aff001;  Section of Cell and Developmental Biology, Division of Biological Sciences and Program in Mathematics and Science Education, University of California San Diego, San Diego, California, United States of America aff002;  Center for Educational Effectiveness, University of California Davis, Davis, California, United States of America aff003;  Department of Molecular Biology & Biochemistry, University of California Irvine, Irvine, California, United States of America aff004
Vyšlo v časopise: PLoS ONE 15(1)
Kategorie: Research Article


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.

Klíčová slova:

Employment – Engineers – Graduates – Instructors – Jobs – Science education – Surveys – Undergraduates


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