Description
Faculty Members' Scholarly Learning Across Institutional Types
ASHE Higher Education Report
J-B ASHE Higher Education Report Series (AEHE) Series
Authors: Baker Vicki L., Terosky Aimee LaPointe, Martinez Edna
Language: EnglishSubject for Faculty Members' Scholarly Learning Across Institutional...:
Keywords
executive; opportunities; faculty; learning; scholarly; introduction; across; advancing; foreword; challenges; students; mission; summary; type research; institutional; universities; arts; liberal; incentive; supports
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Add to cart the book of Baker Vicki L., Terosky Aimee LaPointe, Martinez Edna152 p. · 14.7x22.6 cm · Paperback
Description
/li>Contents
/li>Biography
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Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyers four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented.
This volume answers:
This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Executive Summary 9
Acknowledgements 12
Foreword 13
Introduction 16
Challenges to Faculty Scholarly Learning 17
Opportunities to Support Faculty Scholarly Learning 18
Advancing Scholarly Learning Across Institution Types 20
Monograph Purpose and Guiding Questions 20
Monograph Overview 22
Conceptualizing Scholarly Learning and Boyer’s Forms of Scholarship 23
Defining Learning 23
Defining Scholarly Learning 24
Significance of Scholarly Learning in the Academic Career 26
Defining Boyer’s Forms of Scholarship 27
Conclusion: Connecting Scholarly Learning, Boyer, and Institutional Type 30
Research Universities 31
Defining Research Universities and Their Students and Faculty 31
Mission 31
Students 32
Faculty 33
Challenges 35
Summary 37
Faculty Scholarly Learning in Research Universities 37
Scholarship of Discovery 38
Scholarship of Teaching 40
Scholarship of Engagement 42
Scholarship of Integration 45
Barriers to Scholarly Learning in Research Universities 46
Valued Versus Rewarded 47
Increased Demands for Competition and Productivity 47
Academic Capitalism 48
Opportunities for Scholarly Learning in Research Universities 49
Scholarly Learning Through High-Impact Practices 49
Increasing Opportunities for Collaboration with Internal and External Stakeholder 50
Institutional Service to Support Scholarly Learning 50
Conclusion and Implications 51
Comprehensive Colleges and Universities 53
Defining Comprehensives and Their Students and Faculty 53
Mission 54
Students 55
Faculty 55
Challenges 56
Faculty Scholarly Learning at Comprehensives 57
Scholarship of Discovery 59
Scholarship of Teaching 60
Scholarship of Engagement 62
Scholarship of Integration 63
Summary of Faculty Scholarly Learning in Comprehensives 63
Barriers to Faculty Scholarly Learning at Comprehensives 64
Workload Challenges 64
Mission Confusion 65
Faculty Members’ Scholarly Learning Across Institutional Types 5
Lack of Resources 66
Opportunities for Faculty Scholarly Learning at Comprehensives 66
Broadening Views of Scholarship for Comprehensive Faculty 66
Developing an Infrastructure of Support 67
Conclusion and Implications 68
Liberal Arts Colleges 70
Defining Liberal Arts Colleges and Their Students and Faculty 70
Mission 70
Students 72
Faculty 72
Challenges 75
Summary 76
Faculty Scholarly Learning in Liberal Arts Colleges 76
Scholarship of Discovery 77
Scholarship of Teaching 77
Scholarship of Engagement 80
Scholarship of Integration 80
Barriers to Faculty Scholarly Learning in Liberal Arts Colleges 81
Inaccurate Assumptions About Academic Work in LACs 82
Inadequate Faculty Development Supports 83
Disconnect Between Expectations and Reward/Incentive Structures 83
Opportunities for Scholarly Learning in Liberal Arts Colleges 84
Redefining Faculty Learning in LACs 84
Modernizing Faculty Development Supports 85
Aligning Policy and Practice 85
Conclusions and Implications 86
Community Colleges 88
Defining Community Colleges and Their Students and Faculty 88
Mission 89
Students 90
Faculty 90
Challenges 93
Summary 94
Faculty Scholarly Learning at Community Colleges 94
Scholarship of Discovery 95
Scholarship of Teaching 96
Scholarship of Engagement 98
Scholarship of Integration 99
Summary of Faculty Scholarly Learning in Community Colleges 100
Barriers to Faculty Scholarly Learning at Community Colleges 100
Heavy Teaching Loads 101
Narrow Views of Scholarship 101
Limited Resources and Infrastructures 102
Opportunities for Faculty Scholarly Learning at Community Colleges 103
Reducing Teaching Loads 103
Expanding View of Scholarship 103
Enhancing Resources and Infrastructures 104
Conclusion and Implications 105
A Call to Action: Advancing the Study of Faculty Scholarly Learning 107
Synthesis of Key Findings and Implications 107
Barriers to Scholarly Learning Across All Institution Types: Implications for Research 111
Narrow Views of Academic Work and Scholarship 112
Contradictory and Unclear Faculty Evaluation and Reward Systems 113
Limited Organizational Support and Infrastructures 113
Workload Issues 114
Opportunities to Support Faculty Scholarly Learning Across All Institution Types: Implications for Practice 115
Broadening or Expanding View of Scholarship 116
Revisiting Workload and Reward Structures 117
Improving Resources and Infrastructure 117
Future Directions for Research and Scholarship 118
Concluding Thoughts 119
References 121
Name Index 139
Subject Index 145
About the Authors 148
Aimee LaPointe Terosky, EdD, is an associate professor of educational leadership at Saint Joseph's University.
Edna Martinez, PhD, is an assistant professor of educational leadership at California State University, San Bernardino.