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Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty


reviewed by Jim Vander Putten 2004

coverTitle: Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty
Author(s): Donald H. Wulff and Ann E. Austin (Editors)
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787966347, Pages: 336, Year: 2004
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I was intrigued by the opportunity to review Donald Wulff and Ann Austin’s (2004) edited volume Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty, and it caused me to reflect on my own path to the professoriate. I began my process of applying to doctoral programs in the early 1990s, timing my return to coincide with predicted faculty shortages that never materialized. During an admissions interview at one prestigious Research I institution, I stated my intent to prepare for a faculty position in higher education. In response, the department chair observed, “So, you want to be a faculty member…and you’re a white guy.” At this point, I realized that I had seriously underestimated the complexity of the career goal I had chosen to pursue. As a result, I wish this book had been written 10 years earlier so that I would have been better prepared to anticipate the challenges that lie ahead.   The authors’ stated purpose for this book is, “To provide academic... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2367-2371
http://www.tcrecord.org ID Number: 11359, Date Accessed: 10/21/2017 1:48:48 PM

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About the Author
  • Jim Vander Putten
    University of Arkansas-Little Rock
    E-mail Author
    JIM VANDER PUTTEN is an associate professor of Higher Education in the Department of Educational Leadership and Chair of the Institutional Review Board at the University of Arkansas-Little Rock. He coordinates the Faculty Development concentration in the doctoral program in Higher Education, and his research interests include faculty from working-class backgrounds, faculty and staff perceptions of the higher education work environment, and the organizational culture and climate for the responsible conduct of human participants research.
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