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A faculty member publishes an article without offering co-authorship to a graduate assistant who has made a substantial conceptual or methodological contribution to the article. A faculty member does not permit graduate students to express viewpoints different from her own. A graduate student close to finishing his dissertation cannot reach his traveling advisor, a circumstance that jeopardizes his degree. These and other examples of faculty misconduct—and how to avoid them—are the subject of this book. A companion to Faculty Misconduct in Collegiate Teaching, this volume focuses on graduate teaching and mentoring. From data collected through faculty surveys, the authors describe behaviors associated with graduate teaching considered inappropriate and in violation of good teaching practices. They then derive a normative structure that consists of five inviolable (warranting severe punishment) and eight admonitory (reproved, but less severe) proscriptive norms to help graduate faculty make informed and acceptable professional choices. The authors discuss the various ways in which faculty members acquire the norms of teaching and mentoring, including the graduate school socialization process, role models, disciplinary codes of ethics, and scholarship about the professoriate and professional performance. They also analyze the rich data gleaned from the faculty surveys and track how these norms are understood and interpreted across academic disciplines and influenced by such factors as gender, citizenship, age, academic rank, tenure, research activity, and administrative experience. Professors Behaving Badly outlines institutional and disciplinary conditions that define normative behavior and recommends best practices to discourage future faculty misconduct. Praise for Faculty Misconduct in Collegiate Teaching "An important book that plows through long-neglected territory."—University Business "Thoughtfully conceived, carefully executed, well written, cautiously interpreted."—Contemporary Sociology "The authors posit nine types of conduct that they view as examples of misconduct and seven inviolable norms that they find in existence in the broad field of instructional service . . . A serious and useful study of a new field."—Change

Table of Contents

  1. Cover
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  1. Contents
  2. pp. vii-viii
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  1. List of Tables
  2. pp. ix-x
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  1. Acknowledgments
  2. p. xi
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  1. Introduction. The Critical Role of Norms in Graduate Education
  2. pp. 1-11
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  1. 1 Incidents of Faculty Improprieties in Graduate Training
  2. pp. 12-22
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  1. 2 Study Design
  2. pp. 23-33
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  1. 3 The Normative Structure of Graduate Education
  2. pp. 34-54
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  1. 4 Norm Espousal by Institutional Type and Academic Discipline
  2. pp. 55-65
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  1. 5 Personal Attributes and Norm Espousal
  2. pp. 66-78
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  1. 6 Norm Espousal and Faculty Professional Attainments and Involvement
  2. pp. 79-98
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  1. 7 Core Norms, Differentiated Norms, and Key Differentiating Factors
  2. pp. 99-115
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  1. 8 Graduate School Socialization and the Internalization of the Norms of Graduate Study
  2. pp. 116-136
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  1. 9 The Support of Graduate Teaching Norms by Supporting Organizations
  2. pp. 137-149
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  1. 10 Further Perspectives on the Internalization of the Norms of Graduate Teaching and Mentoring
  2. pp. 150-158
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  1. 11 Conclusions and Recommendations for Research, Policy, and Practice
  2. pp. 159-181
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  1. Appendix A. The Graduate Teaching and Mentoring Behaviors Inventory
  2. pp. 183-196
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  1. Appendix B. Means and Standard Deviations for Behaviors Included in the Graduate Teaching and Mentoring Behaviors Inventory (GTMBI)
  2. pp. 197-205
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  1. Appendix C. Respondent Bias Assessment
  2. pp. 206-207
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  1. References
  2. pp. 209-216
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  1. Index
  2. pp. 217-224
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Additional Information

ISBN
9781421403397
Related ISBN
9781421402192
MARC Record
OCLC
794700389
Pages
256
Launched on MUSE
2012-01-01
Language
English
Open Access
No
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