and what I teach affects more than just myself, I am not able to change my courses as much as I would like. I received my PhD nearly 6 years ago, so 5 years ago I was still publishing and felt like I was doing well professionally. In the past five years I have nearly exclusively focused on course and instructor development, which I believe has sacrificed my professional standing and confidence. NA Nothing comes to mind. five years ago I was on leave doing graduate work, researching and teaching and being challenged. Today, I don't have tome for researching Excessive work load / Change in responsibilities No longer in administrative position. Getting to work here at BYU-Idaho. (I started this fall.) Finishing my PhD and obtaining full-time (albeit not permanent) employment. Change in job and location I find it fulfilling to work with students. Leaving an employer that didn't value their employees and was basically moving all of its workforce, including me, to China. More certainty and stability. / A shift from research to teaching. 1. Class size has significantly increased requiring more time for grading and less time for individual students. / 2. I have had to work on and deal with On-line classes development as well as their impact it on Face to Face classes in our department. Our department has been focusing more on On-line classes than standard curriculum or other university issues. / The number of students our department serves as a whole has increased significantly which requires us to teach larger sections, / add online sections, or teach multiple sections rather than a more variety of topics. / / Development leaves for the department seem to all be take up with On-line class development rather than other professional development leave activities. / / My department chair uses tyrannical methods that prevent me from using my experience and expertise to bless students and be happy professionally. My professional well-being has changed due to my administrative responsibilities. There has not been time, and probably proper motivation, to invest myself professionally. Partly I'm less personally invested in my work, so I'm not as stressed about it, partly the changes in the development leaves allow me more
by seeing a youtube video or doing a google search. Theory can be done as such, but actual practicum cannot be taught by simply a video or even an interactive online tutorial. There must be a physical experience (in-person) with actual brick & mortar experiments and practice. Job security fo adjuncts. Change the dress code to more closely match BYU's. No The fact that salary is only based on previous experience and not correlated with the field of that experience. Make salaries based on both. NO! Perhaps the one major hurdle to my professional well being (which I interpret as meaning "professional happiness") is the disappointment that comes as I try new things to improve my classroom only to have students continue to fail. It seems that these failures often accompany apathy on the part of the students, a mismatch in expectations, or a general sense that they are entitled to "good" or passing grades for a minimum amount of effort. I wonder if the faculty association could start a campus wide conversation about ways to address these issues. Can't think of any. Grade inflation. The Faculty Association, as I have experienced it, is basically a place for long term faculty who have been here to long to go and gripe about things not being the way they were. Overload hour pay rate. Providing enough faculty for ALL programs and departments to operate effectively and manage on campus and online courses. Grade inflation and the pernicious attitude of "I deserve an outstanding grade for my mediocre effort" that it fosters in our students. / I recognize it is a national problem, but I also have reason to say that it is avery acute problem at BYUI. I often find that my freshmen students are more willing to work for their "A"'s than my juniors and seniors, who are used to "getting only A's" and who have not developed habits of professionalism, proactivity, self-discipline and an intrinsic intesrest in learning, which habits and attitudes are becoming of one that is close to graduating and arriving to a state of life where he or she will be expected to perform independently of tutors and professors. Study, consider, and address any negative impacts of On-line and Pathway course development on the standard university functions and curriculum. I love the development of the shared scholarship lectures.