College Teaching as a Professional Field of Study
Abstract
The authors address the question whether a terminal degree in a field or discipline is sufficient preparation for entering the profession of college teaching. As the work of Boice (1992), Fink (1984), and others demonstrates, many new faculty members are ill-equipped to carry out their teaching duties successfully. As a result, they spend inordinate amounts of time preparing for their classroom work, which often interferes with work toward their scholarly agenda. The University of New Hampshire has addressed these and related issues by developing academic programs in college teaching--namely, the Cognate in College Teaching and the Master of Science for Teachers. These programs are described and their impact assessed.
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