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This article presents new quasi-experimental evidence regarding the effectiveness of teaching-oriented faculty with tenure-track appointment, a model pioneered at the University of California (UC) system. Using data from six cohorts of students at a UC campus, we examine the impact of initial course-taking with three distinct types of instructors—tenure-track research faculty, tenure-track teaching faculty, and contingent lecturers—on students’ current and subsequent academic outcomes. Descriptive analyses indicate that tenure-track teaching faculty assume a substantially larger teaching load than either research faculty or lecturers. Using a three-way fixed effects model, we find limited evidence supporting differences by faculty type on either current or downstream student outcomes.
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Engaging undergraduate students in computational chemistry research: A tutorial for new assistant professors
Abstract In this article, we provide advice and insights, based on our own experiences, for computational chemists who are beginning new tenure‐track positions at primarily undergraduate institutions. Each of us followed different routes to obtain our tenure‐track positions, but we all experienced similar challenges when getting started in our new position. In this article, we discuss our approaches to seven areas that we all found important for engaging undergraduate students in our computational chemistry research, including setting up computational resources, recruiting research students, training research students, designing student projects, managing the lab, mentoring students, and student conference participation.
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- Award ID(s):
- 2018427
- PAR ID:
- 10456859
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- International Journal of Quantum Chemistry
- Volume:
- 120
- Issue:
- 20
- ISSN:
- 0020-7608
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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