Postsecondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level. Most of these students are working toward a degree, but many others are studying for a certificate or certification to improve their knowledge or career skills. Postsecondary teachers include college and university faculty, postsecondary career and technical education teachers, and graduate teaching assistants. Teaching in any venue involves forming a lesson plan, presenting material to students, responding to students learning needs, and evaluating students' progress. In addition to teaching, postsecondary teachers, particularly those at 4-year colleges and universities, perform a significant amount of research in the subject they teach. They also must keep up with new developments in their field and may consult with government, business, nonprofit, and community organizations.
College and university faculty make up the majority of postsecondary teachers. Faculty usually are organized into departments or divisions based on academic subject or field. They typically teach several related courses in their subject—algebra, calculus, and statistics, for example. They may instruct undergraduate or graduate students or both. College and university faculty may give lectures to several hundred students in large halls, lead small seminars, or supervise students in laboratories. They prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students individually. In universities, they also supervise graduate students' teaching and research. College faculty work with an increasingly varied student population made up of growing shares of part-time, older, and culturally and racially diverse students.
Faculty keep up with developments in their field by reading current literature, talking with colleagues, and participating in professional conferences. They also are encouraged to do their own research to expand knowledge in their field by performing experiments, collecting and analyzing data, or examining original documents, literature, and other source material. They publish their findings in scholarly journals, books, and electronic media.
Most postsecondary teachers use computer technology extensively, including the Internet, e-mail, and software programs. They may use computers in the classroom as teaching aids and may post course content, class notes, class schedules, and other information on the Internet. The use of e-mail, instant messages, and other computer utilities has improved communications greatly between students and teachers.
Some instructors use the Internet to teach courses to students at remote sites. These distance-learning courses are becoming an increasingly popular option for students who work while attending school. Faculty who teach these courses must be able to adapt existing courses to make them successful online or design a new course that takes advantage of the online format.
Most full-time faculty members serve on academic or administrative committees that deal with the policies of their institution, departmental matters, academic issues, curricula, budgets, purchases of equipment, and hiring. Some work with student and community organizations. Department chairpersons are faculty members who usually teach some courses but have heavier administrative responsibilities.
The proportion of time spent on research, teaching, administrative, and other duties varies by individual circumstance and type of institution. The teaching load often is heavier in 2-year colleges and somewhat lighter at 4-year institutions. At all types of institutions, full professors—those who have reached the highest level in their field—usually spend a larger portion of their time conducting research than do assistant professors, instructors, and lecturers.
An increasing number of postsecondary educators are working in alternative schools or in programs aimed at providing career-related education for working adults. Courses usually are offered online or on nights and weekends. Instructors at these programs generally work part time and are responsible only for teaching, with little to no administrative and research responsibilities.
Graduate teaching assistants, often referred to as graduate TAs, assist faculty, department chairs, or other professional staff at colleges and universities by teaching or performing teaching-related duties. In addition, assistants have their own school commitments as students working toward earning a graduate degree, such as a Ph.D. Some teaching assistants have full responsibility for teaching a course, usually one that is introductory. Such teaching can include preparing lectures and exams, as well as assigning final grades to students. Others help faculty members by doing a variety of tasks such as grading papers, monitoring exams, holding office hours or help sessions for students, conducting laboratory sessions, and administering quizzes to the class. Because each faculty member has his or her own needs, teaching assistants generally meet initially with the faculty member whom they are going to assist in order to determine exactly what is expected of them. For example, some faculty members prefer assistants to sit in on classes, whereas others assign them other tasks to do during class time. Graduate teaching assistants may work one-on-one with a faculty member, or, in large classes, they may be one of several assistants.
Many postsecondary teachers find the environment intellectually stimulating and rewarding because they are surrounded by others who enjoy the subject. The ability to share their expertise with others also is appealing to many.
Most postsecondary teachers have flexible schedules. They must be present for classes, usually 12 to 16 hours per week, and for faculty and committee meetings. Most establish regular office hours for student consultations, usually 3 to 6 hours per week. Otherwise, teachers are free to decide when and where they will work and how much time to devote to course preparation, grading, study, research, graduate student supervision, and other activities.
Classes typically are scheduled to take place during weekdays, although some occur at night or on the weekend. For teachers at 2-year community colleges or institutions with large enrollments of older students who have full-time jobs or family responsibilities, night and weekend classes are common. Most colleges and universities require teachers to work 9 months of the year, which allows them time to teach additional courses, do research, travel, or pursue nonacademic interests during the summer and on school holidays.
About 29 percent of postsecondary teachers worked part time in 2008. Some part-timers, known as adjunct faculty, have primary jobs outside of academia—in government, private-industry, or nonprofit research organizations—and teach on the side. Others have multiple part-time teaching positions at different institutions. Most graduate teaching assistants work part time while pursuing their graduate studies. The number of hours that they work may vary with their assignments.
University faculty may experience a conflict between their responsibility to teach students and the pressure to do research and publish their findings. This may be a particular problem for young faculty seeking advancement in 4-year research universities. Also, recent cutbacks in support workers and the hiring of more part-time faculty have put a greater administrative burden on full-time faculty. In addition, requirements to teach online classes have added greatly to the workloads of postsecondary teachers. Many find that developing the courses to put online is very time consuming, especially when they have to familiarize themselves with the format and answer large amounts of e-mail.
Like college and university faculty, graduate TAs usually have flexibility in their work schedules, but they also must spend a considerable amount of time pursuing their own academic coursework and studies. Work may be stressful, particularly when assistants are given full responsibility for teaching a class. However, these types of positions allow graduate students the opportunity to gain valuable teaching experience, which is especially helpful for those who seek to become college faculty members after completing their degree.
|1.||Prepare and deliver lectures to undergraduate or graduate students on topics such as abnormal psychology, cognitive processes, and work motivation.|
|2.||Evaluate and grade students' class work, laboratory work, assignments, and papers.|
|3.||Initiate, facilitate, and moderate classroom discussions.|
|4.||Compile, administer, and grade examinations, or assign this work to others.|
|5.||Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.|
|6.||Prepare course materials such as syllabi, homework assignments, and handouts.|
|7.||Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.|
|8.||Maintain student attendance records, grades, and other required records.|
|9.||Supervise undergraduate or graduate teaching, internship, and research work.|
|10.||Maintain regularly scheduled office hours to advise and assist students.|
|11.||Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.|
|12.||Advise students on academic and vocational curricula and on career issues.|
|13.||Select and obtain materials and supplies such as textbooks.|
|14.||Collaborate with colleagues to address teaching and research issues.|
|15.||Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.|
|16.||Compile bibliographies of specialized materials for outside reading assignments.|
|17.||Participate in student recruitment, registration, and placement activities.|
|18.||Supervise students' laboratory work.|
|19.||Perform administrative duties such as serving as department head.|
|20.||Act as advisers to student organizations.|
|21.||Write grant proposals to procure external research funding.|
|22.||Participate in campus and community events.|
|23.||Provide professional consulting services to government or industry.|
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