Supporting Our Junior Faculty: Assessing the Concerns and Needs of Early Career Psychologists

The American Psychological Association and its divisions have developed various resources aimed at aiding early career psychologists (ECPs); yet, very little research has been conducted to assess the actual needs of this group. Specifically, research has not identified the needs and concerns of juni...

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Bibliographic Details
Published in:Teaching of psychology 2013-10, Vol.40 (4), p.340-345
Main Authors: Good, Jessica J., Keeley, Jared W., Leder, Sadie, Afful, Stephanie E., Stiegler-Balfour, Jennifer J.
Format: Article
Language:English
Subjects:
Association (Psychology)
Beginning Teachers
Careers
College Faculty
College professors
Educational Background
Educational Resources
Employment Level
Faculty Workload
National Organizations
National Surveys
Needs Assessment
Online Surveys
Psychologists
Psychology
Resistance (Psychology)
Stress Variables
Teacher Attitudes
Teacher Characteristics
Teaching
Teaching Conditions
Teaching Methods
Tenure
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Summary:The American Psychological Association and its divisions have developed various resources aimed at aiding early career psychologists (ECPs); yet, very little research has been conducted to assess the actual needs of this group. Specifically, research has not identified the needs and concerns of junior faculty engaged in classroom teaching. As members of the Society for the Teaching of Psychology (STP)’s ECP Council, we sought to remedy this by conducting a nationwide online survey of ECPs (N = 85), asking about the characteristics of their work and their greatest concerns as junior faculty. Results indicated that the top concerns involved finding a balance, both between work and family, and between the three major aspects of an academic position: teaching, research, and service. Participants also reported that prepping classes and fulfilling tenure requirements were major concerns. In addition, we found that participants who were members of the STP reported significantly greater use of STP resources than nonmembers. In this article, we utilize these findings to provide practical suggestions for those attempting to understand and help today’s early career faculty in meeting the many demands of an academic psychologist career.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628313501048