CUNY Librarians and Faculty Status: Past, Present, and Future
Librarians in the City University of New York system have held faculty ranks since 1965, but their faculty status dates back two decades further. How did they achieve faculty status and faculty ranks? What role did their professional association (LACCNY, later known as LACUNY) play? Is their status secure?
Faculty status: The next generation employment status preferences among millennial LIS students and new librarians at ARL institutions
Abstract Stereotypes regarding employees of the so-called millennial generation suggest that they like to change jobs frequently and prefer flexibility to long-term job stability. Library administrators who assume this stereotype to be true may believe (or assert) that faculty status and the opportunity to earn tenure are not as important to millennials as to older librarians. This belief may even lead administrators to eliminate or phase out faculty status for librarians at their institutions, on the assumption that younger librarians would find professional staff positions more appealing because they don't want to work at the same institution for the six or more years that it takes to earn tenure. This study, which specifically explores questions concerning faculty status and the opportunity to earn tenure, examines the job-status preferences of hundreds of new academic librarians at ARL-affiliated institutions and soon-to-be academic librarians currently enrolled in ALA-accredited master's programs in the United States and Canada. The themes that emerge from the results indicate that job security is an especially strong concern for this population of academic librarians and students, that faculty status and the opportunity to earn tenure are associated with perceived job security, and that that this population views academic librarians' work as being equal to that of “regular” faculty members. Moreover, this study finds that millennial status is not correlated with any particular view about faculty status and the opportunity to earn tenure.
Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes.
Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners.