Historical Perspective of Faculty Role in Higher Education
Developmental Phases of Faculty Perspectives In Nursing Education
The role
of the faculty member in academia has developed over time as the role of higher
education in America has evolved. Three phases of overlapping development can
be identified in the history of American higher education (Boyer, 1990).
The first phase of development occurred during colonial times. Heavily influenced by British tradition, the role of faculty in the colonial college was a singular one: that of teaching. The educational system “was expected to educate and morally uplift the coming Generation” (Boyer, 1990, p. 4).
Teaching was considered an honored vocation with the intended purpose of developing student character and preparing students for leadership in civic and religious roles. This focus on teaching as the central mission of the university continued well into the nineteenth century.
Gradually,
the focus of education began to shift from development of the individual to
development of a nation, signaling the beginning of the second phase of
development within higher education.
Legislation
such as the Morrill Act of 1862 and the Hatch Act of 1887 helped create public
expectations that added the responsibility of service to the traditional
faculty role of teaching. This legislation provided each state with land and
funding to support the education of leaders for agriculture and industry.
Universities
and colleges accepted the mission to educate for the common good (Boyer, 1990).
Educational systems were expected to provide service to the states, businesses,
and industries.
In the
1870s the first formal schools of nursing began to appear in the United States.
Diploma nursing programs were established in hospitals to help meet the service
needs of the hospitals.
Nursing
faculty were expected to provide service to the institution and to teach new
nurses along the way. Nursing students were expected to learn while they helped
staff the hospitals.
In the
mid nineteenth century, a commitment to the development of science began in
many universities on the East Coast (Boyer, 1990), thus beginning the third
phase of development in higher education.
Scholarship
through research was added as an expectation to the role of faculty. This
emphasis on research was greatly enhanced in later years by federal support for
academic research that began during World War II and continued after the war.
Gradually,
as expectations for faculty to seek funding for and to conduct research spread
throughout institutions across the nation, teaching and service began to be
viewed with less importance as a measurement tool for academic prestige and
productivity within institutions.
Faculty
found it increasingly difficult to achieve tenure without a record of funded
research and publication, despite accomplishments in teaching and service. As
nursing education entered the university setting, nursing faculty began to be
held to the same standards of research productivity as faculty in other more
traditionally academy-based disciplines.
It is
important to understand that, while the emphasis on research continues,
institutions vary greatly in this regard based on their missions and strategic
plans.
Potential
faculty should seek opportunities in nursing education in institutions whose
missions fit their interests and credentials. Future of Faculty Role in Higher
Education A rapidly changing political environment and health care reform are
now having a dramatic effect on the role of nursing faculty.
Diminishing
resources, increasing public scrutiny, and heightened expectations place a
heavy burden on faculty in higher education. Changes in health care brought on
by the Patient Protection and Affordable Care Act (2010) require that nursing
curricula be updated to ensure that nursing graduates achieve competencies
needed for the future.
There is
increasing emphasis on the teaching role of faculty without a concomitant
reduction in scholarly requirements. Nursing faculty are also responsible to
assess the outcomes of the educational process. The balance between teaching,
research, and service is being reexamined in many institutions for its
congruence with the Institution's mission.
Evaluation as of Teaching Strategies In Nursing Education
A
revolution in teaching strategies is also happening as universities and
colleges change the focus from teaching to learning. Sole reliance on the use
of lecture is no longer an accepted teaching method. Faculty integrate the use
of technology into their teaching and promote the active involvement of
students in the learning process.
Computer
mediated courses and the use of simulation technology are the future of higher
education, as movement is made away from the structured classroom to the much
larger learning environments of the home, community, and clinical setting.
Because
today's students, with their complex lives, demand convenience and flexibility
in their educational endeavors, distance education strategies play an
increasingly important role in the education of learners.
Furthermore,
the future of nursing care delivery will be changing to a community based,
consumer-driven system. The shift in emphasis from acute care to an enhanced
role for primary care must have an effect on the undergraduate and graduate
nursing curricula.
There is
also a continuing gap in the representation of minorities in nursing education
programs, with the percentage holding at 10% for decades. There is a need to
expand the number of nursing graduates from underrepresented populations.
Even
with this emphasis on minority nurse recruitment, all nurses must increase
their cultural competence skills to meet the needs of growing underserved
populations as the United States minority population continues to grow.
The
American Association of Colleges of Nursing (2010) reports that there is a
growing need for increased numbers of nurses prepared at the doctoral level,
not only to teach but also to collect and analyze data necessary to evaluate
the effectiveness of health care and to identify trends of future development.
The
clinical movement toward advanced practice nurses holding the Doctor of Nursing
Practice degree creates an overwhelming need for nurses prepared with a
doctorate. The majority of nursing programs (61.4%) reported not being able to
accept more students because of the need for qualified faculty, with the
programs predicting a growing need.
All of
these issues place nursing faculty at the heart of the nursing shortage.
Faculty Rights and Responsibilities in Academia. The professoriate in the
United States has traditionally enjoyed a number of rights, including the right
to self-governance within the university setting.
Governance
includes participation on department and university committees focusing on
academic and workplace issues of concern to faculty such as faculty affairs,
student affairs, curriculum and program evaluation, and providing consultation
to administrators. Faculty, in cooperation with administrators, share in
addressing issues that face the university and the community it serves.
Faculty
are evaluated as “university citizens,” in part, on their service on committees
or task forces at the department, school, or university level. Leadership in
national nursing organizations is also a component of the service expectation.
As
constituents place more and more expectations on faculty for productivity,
faculty governance is not as highly valued by those outside of academia
(Plater, 1995). Methods must be instituted to maintain the participation of
faculty in governance while allowing for less of a time commitment.
Responsibility of Faculty In Nursing Education
The core
responsibility of faculty is the teaching and learning that takes place in the
institution. Boards and administrator's delegate decisions about most aspects
of the teaching learning process to faculty.
This
responsibility includes not only the delivery of content but also curriculum
development and evaluation, development of student evaluation methods, and
graduation requirements. (Trower & Gitenstein, 2013).
Intellectual
property, copyright, and fair-use laws govern faculty and student use of works
developed by faculty, students, and others. The easy online access of course
content has added to this complicated issue by making plagiarism more common
and easily revealed with the use of software.
Most
academic settings have policies that guide the development of “works for hire,”
which may include course content, written works, and products. Many
universities now enter into ownership agreements, with some financial division
of any profits related to works developed by faculty.
A wise
faculty member is well informed about these institutional policies so that
there is no misunderstanding about ownership of course materials and other
works developed by the faculty member.
Evaluation
is a major responsibility of faculty. Faculty engage in the evaluation of
students and of colleagues. Peer evaluation is a vital aspect of faculty
development and is part of the documentation data considered in the decision
making process for promotion and tenure.
Tenured
faculty are involved in the development of fair and equitable evaluation
criteria on which to base these judgments. Another responsibility of faculty is
mentoring. Nursing faculty mentor not only nursing students but also other
faculty members in their development as teachers and scholars.
The mentoring of students includes formal academic advisement as well as coaching, supporting, and guiding protégés through the academic system and into their professional careers.
The mentoring of faculty members also involves coaching,
supporting, and guiding as they develop in their role as faculty (Jacobson
& Sherrod, 2012). When starting at a new institution, even an experienced
faculty member requires mentoring relative to specific institutional norms.
Providing
mentoring to new faculty members is an especially important responsibility of
senior faculty, because nurses are not usually prepared in graduate nursing
programs for a role in academia. Faculty are dropped into an environment with
unspoken rules and expectations that can be markedly different from those of
their previous practice environment.
Faculty
know the role of the student from experience but have only seen the faculty
role from a distance. Mentoring is needed to assist new faculty members as they
learn to balance all aspects of their complex role.
The
responsibilities of nursing faculty include teaching and scholarship, as well
as service to the school, university, community, and the profession of nursing.
Nursing faculty have the responsibility to expand their service beyond the
university and local community to include active leadership in professional
nursing organizations at local, regional, and national levels where they often
influence national public policy agendas.
As a
faculty member climbs the promotion and tenure ladder, service responsibilities
increase and leadership at the national and international levels is required.
In a recent study, Young,
Stiles,
Nelson, & Horton Deutsch (2011) found that most nurse leaders had stumbled
into leadership without seeking such responsibilities and often felt
unprepared. Their own way of being acting as advocates, speaking their truths,
and building consensus put them into positions where others sought their
leadership and they responded to those needs.
True
success as a faculty member is measured by the person's ability to juggle all
aspects of the faculty role teaching, research, and service. Most institutions
require a tenure candidate to declare one “area of excellence” on which their
tenure will focus.
It is
important that faculty choose this area carefully and early in their tenure
track. With careful planning and selection of activities, nursing faculty can
integrate their clinical interests into teaching, scholarship and service, thus
meeting the expectations of the role in the most efficient manner.
On
initial appointment to a faculty position, the faculty member will be well
served by the development of a 5- to 6-year career plan designed to ensure that
the candidate will meet the criteria for all aspects of the role. Some faculty
work in an environment where they are represented by a union.
The American Association of University Professors (AAUP) is probably the best known faculty union. Faculty can also be members of AAUP, as a professional organization, without belonging to a union. In a setting that has a union, faculty rights and responsibilities are affected by the negotiated contract.
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