Psychology professors on regional campuses play a vital role in higher education yet find themselves unrepresented in the vast literature on professional development. Regional campuses operate under unique parameters that set them apart from other academic environments, such as main campuses, liberal arts colleges, and 2-year institutions. Job success and satisfaction on a regional campus depend partly on the psychology faculty member's ability to adjust to a set of distinct challenges. We describe these challenges as they specifically relate to psychology faculty and outline several strategies for thriving on a regional campus.
Get full access to this article
View all access options for this article.
References
1.
Carnegie Foundation for the Advancement of Teaching. (1990). Sizing up colleges and universities. Change, 22(6), 35–38.
2.
DarleyJ. M.ZannaM. P.RoedigerH. L.III (Eds.). (2004). The compleat academic: A career guide (2nd ed.). Washington, DC: American Psychological Association.
3.
DunnD. S.ZarembaS. B. (1997). Thriving at liberal arts colleges: The more Compleat Academic. Teaching of Psychology, 24, 8–14.
4.
FlahertyS. M. (2004). University regional campuses. AURCO Journal, 10, 7–17.
LoSchiavoF. M.RobertsK. L. (2005). Testing pseudo-scientific claims in research methods courses. Teaching of Psychology, 32, 177–180.
7.
LoSchiavoF. M.ShatzM. A. (2005). Enhancing online instruction with humor. Teaching of Psychology, 32, 246–248.
8.
LoSchiavoF. M.ShatzM. A.PolingD. A. (2008). Strengthening the scholarship of teaching and learning via experimentation. Teaching of Psychology, 35(4), 301–304.
9.
MayercakK. A. (2008, May). Pro-environmental arguments are effective in promoting conservation in social dilemma contexts. Poster presented at the 80th annual meetings of the Midwestern Psychological Association, Chicago.
10.
McReynoldsJ. K. (1986). The terrors and triumphs of teaching in a one-person department. In WrightR. A.BurdenJ. A. (Eds.), Teaching in the small college: Issues and applications (pp. 11–26). New York: Greenwood Press.
11.
MooneyC. J. (1995). At branch campuses teaching matters more. The Chronicle of Higher Education, 41(31), A22.
12.
National Center for Education Statistics. (2002). The condition of education: 2002. (NCES Rep. No. 2002–025). Washington, DC: Author.
13.
NickersonM.SchaeferS. (2001). Autonomy and anonymity: Characteristics of branch campus faculty. Metropolitan Universities: An International Forum, 12(2), 49–59.
14.
Ohio Board of Regents. (2007). The performance report for Ohio's colleges and universities, 2006 institutional outcomes measures. Retrieved February 18, 2008, from http://regents.ohio.gov.
15.
PolingD. A.HuppJ. M. (2008). Death sentences: A content analysis of children's death literature. Journal of Genetic Psychology, 169(2), 165–176.
16.
SnellT. P. (2008). First-generation students, social class and literacy. Academe, 94(4), 28–31.
17.
WolfeJ. R.StrangeC. C. (2003). Faculty culture in a rural two-year branch campus. The Review of Higher Education, 26, 343–362.
