Tenuous Time Toward Tenure at Teaching Institutions: Realities and Resources. Issue 1 (4th May 2022)

• Record Type: Journal Article
• Authors: Hallmon, Augustus W.; Hicks, Jonathan; Robinett, Jeremy
• Is Part Of: Schole. Volume 37:Issue 1/2(2022)
• Page Start: 55
• Page End: 69
• Publication Date: 2022-05-04
• Subjects: Teaching philosophy -- contemporary student -- subject classification; Leisure -- Study and teaching (Higher) -- United States -- Periodicals; Recreation -- Study and teaching (Higher) -- United States -- Periodicals; Leisure -- Study and teaching (Higher); Recreation -- Study and teaching (Higher); United States; Periodicals; 790.0711
• DOI: 10.1080/1937156X.2021.1923380
• Languages: English
• ISSNs: 1937-156X

Abstract

Abstract: Using a critical ethnography approach, this manuscript seeks to explore and analyze the authors' experiences at their institutions when they began their tenure-track journey at their teaching institutions. This manuscript seeks to provide specific strategies that tenure-track faculty trained at research intensive universities have used to negotiate the requirements of teaching, scholarship, and service at undergraduate and master's-granting institutions. Initially, we suggested four themes were salient in our experiences: Contracts and criteria; access to resources; interacting with students; and the importance of finding balance. After our discussion at the TALS 2020 conference, two themes emerged as being important to the audience: interactions with students and finding balance. With the experiences from this research, it can inform practices for academic institutional practices and preparation of doctoral students, with a research-intensive background, to enter academia at a teaching-focused institution. As well, it provides future recommendations for continued research in this area.