Abstract：
:This article reviews the literature related to the evolution and implementation of academic tenure (AT) in U.S. higher education. It is intended to highlight AT implications for the recruitment, retention, and development of the dental education workforce in the twenty-first century and the need for this workforce to implement change in dental education. The dental education workforce is shrinking, and a further decrease is projected, yet the demand for dental education is increasing. AT is becoming increasingly controversial, and the proportion of tenured to nontenured (i.e., contingent) faculty is declining within an already shrinking faculty pool. Confusion regarding the definition of scholarship and its relationship to research and publishing further confounds discussions about AT. Whether the principles of academic freedom and due process require tenure for their preservation in a democratic society is open to question. In view of competing time demands and increasing pressure to publish and apply for grants, factors including the seven-year probationary period for tenure, the decreased availability of tenured positions, and the often perceived inequities between tenured and contingent (i.e., nontenured track) faculty may pose an obstacle to faculty recruitment and retention. These factors may severely limit the diversity and skill mix of the dental education workforce, resulting in a decrease in staffing flexibility that appears to be needed in the twenty-first century. Politics, increasing dependence on grant funding by some institutions, resistance to change, and insufficient mentoring are all stimulating discussions about the future of tenure and its implications for U.S. dental education.
journal_name
J Dent Educjournal_title
Journal of dental educationauthors
Peterson MRsubject
Has Abstractpub_date
2007-03-01 00:00:00pages
354-64issue
3eissn
0022-0337issn
1930-7837pii
71/3/354journal_volume
71pub_type
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journal_title：Journal of dental education
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abstract：:The Basic Science/Clinical Science Spiral Seminar Series (BaSiCSsss) was implemented at Tufts University School of Dental Medicine in 2013. In the series, teams of dental students from all four years presented components of a clinical case, supported by evidence-based dentistry concepts. The role of the third-year stu...
journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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更新日期：2006-09-01 00:00:00
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
pub_type： 杂志文章
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journal_title：Journal of dental education
pub_type： 杂志文章
doi：
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journal_title：Journal of dental education
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更新日期：2013-08-01 00:00:00
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journal_title：Journal of dental education
pub_type： 杂志文章
doi：
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
pub_type： 杂志文章
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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更新日期：2014-10-01 00:00:00
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journal_title：Journal of dental education
pub_type： 杂志文章
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更新日期：1980-04-01 00:00:00
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journal_title：Journal of dental education
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journal_title：Journal of dental education
pub_type： 杂志文章
doi：
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journal_title：Journal of dental education
pub_type： 杂志文章
doi：
更新日期：1997-09-01 00:00:00
