Keys to a Successful Job Talk

2018 ◽  
Vol 45 (3) ◽  
pp. 270-277 ◽  
Author(s):  
Guy A. Boysen ◽  
Ciara Jones ◽  
Rachel Kaltwasser ◽  
Emily Thompson
Keyword(s):  
Empirical Data ◽  
Teaching Skills ◽  
Research Skills ◽  
Teaching And Research ◽  
Research Mission ◽  
Psychology Faculty ◽  
Faculty Positions ◽  
Doctoral Institutions ◽  
Baccalaureate Institutions

Interviews for faculty positions in psychology often include a teaching demonstration or research talk, but there is little empirical data about what makes these job talks successful. Psychology faculty ( N = 303) described the job talks required at 4-year institutions and the attributes of a successful job talk. For both teaching demonstrations and research talks, being accurate and knowledgeable was of highest importance, but being practiced, open, and engaging were also important. However, significant differences between institutions showed that baccalaureate institutions emphasize teaching skills during job talks and doctoral institutions emphasize research skills. The results confirm that a polished job talk is crucial, but they also illustrate that successful job talks must fit the teaching and research mission of the institution.

“Publish or Perish” is Alive and Well: A Re-Analysis of Landrum and Clump (2004)

2011 ◽  
Vol 108 (2) ◽  
pp. 617-624
Author(s):  
David P. Nalbone
Keyword(s):  
Graduate Programs ◽  
Public Institutions ◽  
Application Process ◽  
Teaching And Research ◽  
Publish Or Perish ◽  
Search Committee ◽  
Psychology Faculty ◽  
Faculty Positions ◽  
Application Characteristics ◽  
Measuring Agreement

A re-analysis was undertaken of Landrum and Clump's data reporting the results of a survey of search committee chairs' criteria for evaluating applicants for psychology faculty positions. Results indicated that 5 factors emerged from their agreement items (measuring agreement with specific statements about submitted applications) and 4 factors emerged from their importance items (measuring prioritization of specific application characteristics). Several of these factors, especially one focusing upon teaching and research emphasis, are useful to different degrees. These results suggest that public institutions with graduate programs differ from other institutions on criteria for applicants in several ways, particularly in their emphasis on research over teaching. Results may help applicants to better focus their efforts in the application process.

scholarly journals GAMBARAN ORIENTASI MASA DEPAN AREA PEKERJAAN PADA MAHASISWA FAKULTAS PSIKOLOGI UIN SGD BANDUNG

2018 ◽  
Vol 6 (1) ◽  
pp. 731-742
Author(s):  
Nisa Hermawati
Keyword(s):  
Research Design ◽  
Empirical Data ◽  
Future Orientation ◽  
Psychology Faculty

The aim of this research is obtaining empirical data about future orientation of students who have GPA 25 at psychology faculty UIN SGD Bandung. Research design is qualitative and interview used to collect data. Case study result shows that two students interviewed have pesimistic future orientation with unique indicators. Both of them have uncertainty in making strategy for their future indicators. Both of them have uncertainty in making strategy for their future realization.

Forging University Social Responsibility Through Community Engagement at Higher Education

2022 ◽  
pp. 902-916
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Empirical Data ◽  
Teaching And Learning ◽  
Transformational Change ◽  
Ivory Tower ◽  
Modus Operandi ◽  
Teaching And Research ◽  
Reliable Knowledge

This chapter interrogates the notion of community engagement or service learning. The chapter argues that universities pay lip service to community engagement to the detriment of teaching and research functionaries. Most prestige universities operate on the belief that it is only research that matters; hence, research is prioritized. Universities and their staff have adopted an ‘ivory tower' attitude. This modus operandi negates the reality that reliable knowledge could be produced through responsible community engagement and can become the source of empirical data that can be used for teaching and shared through publications. For universities to impact transformational change within and in their surroundings, community engagement should be elevated to equal teaching and learning.

scholarly journals Data Carpentry: Workshops to Increase Data Literacy for Researchers

2015 ◽  
Vol 10 (1) ◽  
pp. 135-143 ◽  
Author(s):  
Tracy K. Teal ◽  
Karen A. Cranston ◽  
Hilmar Lapp ◽  
Ethan White ◽  
Greg Wilson ◽  
...  
Keyword(s):  
Best Practices ◽  
Software Development ◽  
Teaching Skills ◽  
Research Skills ◽  
Data Literacy ◽  
Hands On ◽  
Foundational Research ◽  
Basic Concepts ◽  
Training Resources ◽  
Rapid Generation

In many domains the rapid generation of large amounts of data is fundamentally changing how research is done. The deluge of data presents great opportunities, but also many challenges in managing, analyzing and sharing data. However, good training resources for researchers looking to develop skills that will enable them to be more effective and productive researchers are scarce and there is little space in the existing curriculum for courses or additional lectures. To address this need we have developed an introductory two-day intensive workshop, Data Carpentry, designed to teach basic concepts, skills, and tools for working more effectively and reproducibly with data. These workshops are based on Software Carpentry: two-day, hands-on, bootcamp style workshops teaching best practices in software development, that have demonstrated the success of short workshops to teach foundational research skills. Data Carpentry focuses on data literacy in particular, with the objective of teaching skills to researchers to enable them to retrieve, view, manipulate, analyze and store their and other’s data in an open and reproducible way in order to extract knowledge from data.

scholarly journals EFL University Teachers' Engagement in Research: Reasons and Obstacles

2021 ◽  
Vol 2 (1) ◽  
pp. 135-146
Author(s):  
OSAMA Jamoom ◽  
Milood Al-Omrani
Keyword(s):  
Teacher Engagement ◽  
Research Skills ◽  
Policy Makers ◽  
Teaching And Research ◽  
Professional Career ◽  
University Teachers ◽  
Low Level

This study aimed to investigate EFL university teachers’ engagement in research. It examined EFL university teachers’ reasons for engagement in research and the barriers that impede them from doing research. It covered both the engagement and the reluctance aspects of the issue. The data were collected from 24 EFL university teachers through the modality of questionnaire. The results suggested that the teachers had moderate to low level engagement in research. The teachers’ main reasons for doing research revolved around the significance of research in developing their professional career, how doing research could improve their teaching and research skills, and how it could give them professional promotions. The results also showed that lack of time, absence of access to up-to-date books and journals and lack of encouragement and motivation are the main obstacles that limit their engagement in research. Understanding these issues, the study ended with suggestions and recommendations for policy makers, institutions authorities and teachers to make EFL contexts convenient for teacher engagement in research.

scholarly journals Leveraging the Strengths of Psychologists with Lived Experience of Mental Illness

2021 ◽  
Author(s):  
Sarah E. Victor ◽  
Jessica L. Schleider ◽  
Brooke A. Ammerman ◽  
Daniel E. Bradford ◽  
Andrew Devendorf ◽  
...  
Keyword(s):  
Mental Illness ◽  
School Psychology ◽  
Graduate Students ◽  
Lived Experience ◽  
Coming Out ◽  
Empirical Data ◽  
Common Element ◽  
Psychological Science ◽  
Psychology Faculty ◽  
Clinical Counseling

Psychopathology is a common element of the human experience, and psychological scientists are not immune. Recent empirical data demonstrate that over 80% of clinical, counseling, and school psychology faculty and graduate students have lived experience of mental illness (Victor et al., under review). This commentary compliments these findings by leveraging the perspectives of the authors and signatories, who all have personal lived experience of psychopathology, to improve professional inclusivity within these fields. By “coming out proud” (Corrigan et al., 2013), the authors aim to foster discussion, research, and inclusion efforts as they relate to psychopathology experiences within psychological science. To that end, the authors describe considerations related to disclosure of lived experience, identify barriers to inclusion, and provide concrete recommendations for personal and systemic changes to improve recognition and acceptance of psychopathology lived experience among psychologists.

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